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Technology in an ECEC environment (Part 2)
by Esther King and Fahim Khondaker
This article is the second part (click here for part 1) of a series of articles on the practical matters relating to the implementation of modern electronic technology, specifically iPads or similar devices in an early education centre.
In this part, we discuss some practical tips and practices relating to the use of iPads which we have implemented at our centre in the hope that it will start a wider discussion among educators reading this article.
1. Usage Policy
a) Screen time
There is a significant body of research which suggests that children under the age of 5 should receive a maximum of 1 to 2 hours of screen time a day. This includes televisions, computers, backseat DVD players, iPads and iPhones.
It is very likely that children will receive a lot of screen time at home, so it is important to communicate your intention to use iPads at your centre with parents and guardians.
b) Etiquette
Set clear rules about how children are to use the iPad and remind them often – collaborate these rules together with your class and explain the safe and appropriate ways to use the technology. At our centre, the children ask to use the iPad and an educator sets them up and facilitates their use. As an added measure, all our iPads are encased in rubber cases which offer some protection against accidental droppages which may happen once in a while.
c) Security and confidentiality
Your iPad is likely to contain sensitive information (photos of children, notes, reports, etc.) so be sure to take adequate security measures and store your iPads away safely. Some security measures can be implemented on the device itself, refer to the Settings section below.
2. Purchasing rules
There are lots of fantastic free apps available, however, there are bound to be times when you wish to purchase apps. It is important to have a purchasing policy in place to ensure that unexpected expenditure is not incurred. We have disabled in app purchases on all iPads at our centre as a default setting to avoid any surprises – in app purchases are only made with director approval. It is worth noting that Apple allows the use of the same Apple ID on up to 5 devices, which means you only have to pay once but can use the app on 5 different devices.
3. iPad settings
There are many settings which can assist with ensuring the proper usage of your room’s iPad. A detailed analysis of these settings are beyond the scope of this article, however we consider it very important to familiarise yourself with some of the key settings which include but are not limited to:
- Security features such as setting an access Passcode and Find my iPad;
- Restrictions such as disabling the deleting of apps, in app purchases, access to the internet browsers auto locking the screen after 60 seconds of inactivity
- Accessibility features that may be useful include the ability to make text bigger, adjust the responsiveness of the screen, assistive touch settings, and a voiceover feature which reads out the items on screen.
4. Opportunity to Discover, Learn and Share
Every new app gives children the opportunity to discover new interests and engage in self-directed learning. There is often an opportunity for children to also share their knowledge of an app that they are familiar with, with other children who may be trying it for the first time. Our educators are mindful of these opportunities and constantly encourage such behaviour.
Educators too, are likely to find many apps as assistance tools for directional learning in small or large group discussions as they research topics of interest together with their class.
5. And finally, the big secret…
It is okay to not use the iPad for everything or every day.
An iPad should be viewed as an additional teaching resource which can be used when required and/or appropriate. In our view, it is very important to ensure that other learning experiences in the room have just as equal attraction and enjoyment for children to explore rather than be interested in only using the iPad. Like every learning experience on offer, ensure there is a balance.
About the authors:
Esther King is the Assistant Director at a Brisbane Based Early Learning Centre in Queensland and an educational advisor at EYLF Apps, a company engaged in the development of observations reporting and documentation software. She leads the 4-5 year old Pre-Prep Room teaching the Kindergarten Program. Esther graduated with a Diploma of Teaching (ECE) from Manukau Institute of Technology and has over twenty years of actual teaching experience in the Early Education sector.
Fahim Khondaker is a co-owner of a Brisbane Based Early Learning Centre in Queensland and the co-founder of EYLF Apps. Fahim is a Chartered Accountant by profession and has a passionate interest in Early Childhood Education with a particular focus on the use of technology and social media within the sector. |
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