ΠΑΝΕΠΙΣΤΗΜΙΟ ΙΩΑΝΝΙΝΩΝ ΑΝΟΙΚΤΑ ΑΚΑΔΗΜΑΪΚΑ ΜΑΘΗΜΑΤΑ Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι ΝΕΕΣ ΤΕΧΝΟΛΟΓΙΕΣ ΣΤΗΝ ΠΡΟΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ Διδάσκουσα: Καθηγήτρια.

ΠΑΝΕΠΙΣΤΗΜΙΟ ΙΩΑΝΝΙΝΩΝ ΑΝΟΙΚΤΑ ΑΚΑΔΗΜΑΪΚΑ ΜΑΘΗΜΑΤΑ Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι ΝΕΕΣ ΤΕΧΝΟΛΟΓΙΕΣ ΣΤΗΝ ΠΡΟΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ Διδάσκουσα: Καθηγήτρια Τζένη Παγγέ

Άδειες Χρήσης Το παρόν εκπαιδευτικό υλικό υπόκειται σε άδειες χρήσης Creative Commons. Για εκπαιδευτικό υλικό, όπως εικόνες, που υπόκειται σε άλλου τύπου άδειας χρήσης, η άδεια χρήσης αναφέρεται ρητώς.

Computer assisted Technology for preschoolers Professor Jenny Pange Department of Pre-School Education, University of Ioannina

Negative or questionable teacher attitudes towards computers In older literature, [Cuffaro (1984), Elkind (1988), Barnes and Hill (1983)] => were skeptical about the introduction of technology in Kindergartens. It was often stated that computers are not necessary for young children, as there is a risk of complicating social development and limit their verbal skills.

In the past Early 1990’s: the introduction of computers in the classroom, replaced the traditional activities of the nursery school and so there was a negative impact on the learning process. Many teachers believed that computers and software were so complex that it was difficult to decide whether they were beneficial during the educational process.

Teachers’ positive attitudes - 1 Papert (1980), Scardamalia et al (1991); Clements et al (1993); Seng, (1998): The presence of computers may: create a powerful learning environment for problem solving. be a source for comprehensive research. provide easier access to information. be the basis for collaborative learning. become the backbone for most properly structured curricula.

Teachers’ positive attitudes - 2 Critical thinking is reinforced with activities and games created on the PC. Fine motor skills are developed by the use of the mouse and / or keyboard. There are games for toddlers on many websites, aiming at: language development. Cooperation enhancement. Building of basic concepts.

NT and preschoolers NT affect preschoolers as to: Social - emotional development. language development. Physical development. Cognitive development.

NT and preschoolers The positive or negative effect of NT on toddlers depends on : the way they are implemented by the teacher. Early education teachers’ attitudes to NT.

Even nowadays there are still..... ardent supporters of the use of technology in preschool children. those who are critical.

NT and preschoolers ardent supporters of the proper use of computer technology in the classroom focus their studies on the premise that: students should be actively involved in the learning process by using computers. should put emphasis on the link between computers and games, problem solving, creative and collaborative learning.

Using P/Cs in the educational process 1 Other researchers argue that when teachers use NT methods in order to teach various subjects in preschool children, they must: create a suitable learning environment in the classroom. provide opportunities for all children to come in contact with the related subjects of the New Technologies. bring up questions in the classroom as to what new technologies are and how they can benefit us. share children ‘s interest and enthusiasm for technology and its use. play with them using technology in creative activities in the classroom. ask questions like "what do we do with or without the new technologies"? * (Pange, 1999; Scardamalia et al, 1991; Means, 1994; Buckingham, 2000):

Using P/Cs in the educational process 2 Research in kindergarten (Pange, 2000): more than half of the children in the sample knew about computers and modern means of communication. had played with "video games" had painted or written on a P/C. Therefore, many young children in our country have some degree of familiarity with NT. It is important to use software that is specially designed for children at this age. The teacher should choose developmentally appropriate software suitable for young learners and then in collaboration with the children design and implement activities on the PC. The software for preschoolers offers opportunities for children to actively participate in learning, redefine the concept of playing games, and explore new concepts for entertainment - fun etc.

Software examples Candy Land, (http://www.hasbro.com/candyland) game for children 3-6 years. This program helps children learn to count in diverse pleasant ways, develop "pre- mathematical" concepts, see shapes and colors in clever ways and trace and colour drawings. It is used easily by children, is reward-encouraging for the user and combines images, sounds and colors. b) Socrates 101 + 102 (http://www.geocities.com/dim2pap/logismico.html#). It combines images and sounds-colors, has learning goals and is easy to use both by the teacher and children.

Using P/Cs in the educational process 3 Research in kindergartens in Greece revealed that: Many children have difficulty in using the mouse properly when playing on a computer for the first time. Teachers can not easily search information or do activities on the Internet. When familiarity with the mouse is not an easy thing, then we use touch screen. It may also help children with special needs. For the teacher and the internet, it is suggested to dedicate their leisure time to his / her involvement and experience with the Internet.

Suggestions for Teaching with PCs in the Kindergarten 1 Teacher-centered perception of the school / kindergarten. It started to gradually move away with the development of NT, and thus eliminate the educator’s monopoly offering activities on the P / C in the main curriculum (Carroll et al 2007, Malcom 1992). in recent years, in our country there have been many interventions as to the introduction of P / Cs in the kindergarten,. It is necessary, however, to form P/C labs in all schools halls and, especially in kindergartens, P/C corners. It is essential for children to spend many hours playing on the keyboard and screen without any direct intervention in order to familiarize themselves with the PC.

Suggestions for Teaching with PCs in the Kindergarten 2 Teachers should supervise and help immediately.  Their aim should be to ensure those conditions, so that education can formulate and develop a complete person, not just the intellectual side or the skills to use the PC. Such conditions may be based on:  activities puzzles.  Exercises.  Toys.  puzzles in PC.  paintings and constructions on the PC.  general activities to help children develop their relationship with the PC.  use of games on the internet (the children are familiar with PC networks ).

Suggestions for Teaching with PCs in the Kindergarten 3 In the educational process, not only children but also teachers are facilitated by the use of PC in class, because the PC can: stimulate the children's attention for the course (and especially for unruly children). make teaching more interesting. turn part of teaching into a game. increase the efficiency of an activity. create discussion groups on the internet with children at the same age from schools across the globe (intercultural dimension).

Suggestions for Teaching with PCs in the Kindergarten 4 By using various technological means, and particularly the PC and the internet, children learn at an early age that people can: discuss freely. communicate via the Internet without spatio- temporal constraints.

Workshop topic Investigate the views... http://www.etpe.gr/new/ Welcome to the official website of the Greek Scientific Association of Information and Communication Technologies in Education (ETPE)." Since 1999, the ETPE represents Greek scientists of Information Technology and Communication (ICT) with common interest in the applications of NT in education contributing to the development of scientific research in Information and Communication Technologies in Education......................... "

http://ieeexplore.ieee.org/xpl/freeabs_al l.jsp?arnumber=1630050 Preschoolers Developing Mathematical Understanding through Computer-Based Activities.

http://www.playfulefforts.com/Archives/ papers/EUS-1992.pdf CONSTRUCTIVISM, TECHNOLOGY, AND THE FUTURE OF CLASSROOM LEARNING ERIK F. STROMMEN Children's Television Workshop BRUCE LINCOLN Bank Street College of Education In order to develop our view of the revolution that technology is creating in education, it is helpful to briefly consider how technology has revolutionized American culture, and how it has left our educators rushing to catch up. In barely 20 years, electronic technology has dramatically penetrated into every area of society, and every aspect of our social and cultural lives. Television was the initiator…………………

http://korinthos.uop.gr/~hcicte10/procee dings/K3.pdf From informatics to digital resources in schools: historical considerations about France Georges-Louis Baron Faculté de sciences humaines et sociales Sorbonne, Université Paris Descartes Abstract “ France was once a pioneer country in introducing information technology in education: regarding audio-visual means, the first public policies were launched in the 1950s and in the late 1960s regarding informatics. Over time, there have been rapid evolutions in technology (in particular concerning the emergence of new software), which have been difficult to manage by the system. This paper, which has mainly an historical orientation, focuses on informatics and analyzes what……………..

Τέλος Ενότητας

Χρηματοδότηση Το παρόν εκπαιδευτικό υλικό έχει αναπτυχθεί στα πλαίσια του εκπαιδευτικού έργου του διδάσκοντα. Το έργο «Ανοικτά Ακαδημαϊκά Μαθήματα στο Πανεπιστήμιο Ιωαννίνων» έχει χρηματοδοτήσει μόνο τη αναδιαμόρφωση του εκπαιδευτικού υλικού. Το έργο υλοποιείται στο πλαίσιο του Επιχειρησιακού Προγράμματος «Εκπαίδευση και Δια Βίου Μάθηση» και συγχρηματοδοτείται από την Ευρωπαϊκή Ένωση (Ευρωπαϊκό Κοινωνικό Ταμείο) και από εθνικούς πόρους.

Σημειώματα

Σημείωμα Ιστορικού Εκδόσεων Έργου Το παρόν έργο αποτελεί την έκδοση 1.0. Έχουν προηγηθεί οι κάτωθι εκδόσεις: Έκδοση 1.0 διαθέσιμη εδώ. http://ecourse.uoi.gr/course/view.php?id=1192. http://ecourse.uoi.gr/course/view.php?id=1192

Σημείωμα Αναφοράς Copyright Πανεπιστήμιο Ιωαννίνων, Διδάσκουσα: Καθηγήτρια Τζένη Παγγέ. «Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι. ΝΕΕΣ ΤΕΧΝΟΛΟΓΙΕΣ ΣΤΗΝ ΠΡΟΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ». Έκδοση: 1.0. Ιωάννινα 2014. Διαθέσιμο από τη δικτυακή διεύθυνση: http://ecourse.uoi.gr/course/view.php?id=1192. http://ecourse.uoi.gr/course/view.php?id=1192

Σημείωμα Αδειοδότησης Το παρόν υλικό διατίθεται με τους όρους της άδειας χρήσης Creative Commons Αναφορά Δημιουργού - Παρόμοια Διανομή, Διεθνής Έκδοση 4.0 [1] ή μεταγενέστερη. [1] https://creativecommons.org/licenses/by-sa/4.0/.https://creativecommons.org/licenses/by-sa/4.0/

ΠΑΝΕΠΙΣΤΗΜΙΟ ΙΩΑΝΝΙΝΩΝ ΑΝΟΙΚΤΑ ΑΚΑΔΗΜΑΪΚΑ ΜΑΘΗΜΑΤΑ Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι ΝΕΕΣ ΤΕΧΝΟΛΟΓΙΕΣ ΣΤΗΝ ΠΡΟΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ Διδάσκουσα: Καθηγήτρια.

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ΠΑΝΕΠΙΣΤΗΜΙΟ ΙΩΑΝΝΙΝΩΝ ΑΝΟΙΚΤΑ ΑΚΑΔΗΜΑΪΚΑ ΜΑΘΗΜΑΤΑ Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι ΝΕΕΣ ΤΕΧΝΟΛΟΓΙΕΣ ΣΤΗΝ ΠΡΟΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ Διδάσκουσα: Καθηγήτρια.

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