This review synthesises recent literature about ICT use in early childhood
education (ECE). It looks at the role and potential of ICT to support teaching
and learning, professional development, sector capability, administration,
infrastructure, and information management and communication.
The literature suggests ICT use should be grounded in an understanding of the
purposes, practices, and social context of ECE. The literature indicates ways
that ICT can support children’s learning, (such as language development and
mathematical thinking), including supporting learning for children from diverse
cultural or language backgrounds, or with special learning needs. Case studies
show practitioners using ICT to:
- document and assess children’s learning and activities
- reflect on children’s and educator’s conversations and interactions
- build learning experiences from children’s interests, ideas, and experiences
- strengthen and support family involvement in learning.
ICT’s value in ECE appears to depend on the tools selected, and when and how
they are used. Literature suggests it is important for practitioners to know how
contemporary theories about learning and development can be linked to ICT use,
and what practices support this. The implications of the review findings for
further development of ICT in New Zealand ECE are discussed, and current gaps in
the literature are noted.
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the ICT in ECE report [pdf, 1 MB] |
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