the digital divide in early childhood development just went to school - uses of smart board

A cognitive study conducted by learning expert Debbie Derong at Blair Atholl School in Crom de Rey, Johannesburg, found that technology has the potential to have a positive impact on second-language English learners in primary schools.
The study analyzed the development of visual perception, integration of visual movement, basic concepts, expression vocabulary, understanding, conceptual thinking, shape and color, numbers and counts, note that "children have made great progress in stability, pencil grip and control, and posture endurance of task behavior, after learners are exposed to the ICT environment ".
Two groups of learners from a poor background participated in the six-month eventlong study.
The first group is taught by a teacher who has access to smart boards, software solutions, and facilitators who help teachers use information technology.
The above is not accessible to another group
Technology is mentioned.
When all learners are struggling to understand basic instructions such as "sit down" and "flip pages", they cannot answer "What's your name?
At the beginning of the study, the group that obtained the technical solution at hand demonstrated "mature behavior, responded well to tasks and problems" and became more inclined to participate in tasks and help each other.
This study observed a "dramatic improvement" in stability, pencil grip and control, and posture endurance of task behavior, with a significant decrease in demand for translation: "when directed to perform a task, learners do not need translation at all, while children in the control group classroom often need their teachers to translate and intervene in their tasks for them ".
What is the significance of this study?
The best performing school in the matric exam in 2015 was houden and West Cape, while the worst performing school was-
The performance school is mainly a village school in KwaZulu, East Cape Province.
Natal and limbo.
Rural schools face many challenges such as poor infrastructure, low material resources, and lack of electricity in the local area. they lack access to information and communication technologies, and expand the gap between productive and productive people --
The weak link of basic education makes the gap between rural learners and urban learners difficult to bridge;
This in turn makes it more difficult to address poverty and social mobility in rural areas.
Students and teachers in rural areas are not able to access the Internet on hardware such as schools and tablets and personal computers.
Students in rural areas also lack qualified and experienced teachers as most of the excellent teachers choose to teach in urban centres.
On 2012, equality education in the Bhisho High Court of East Cape Province filed an application with Motshekga and 12 other respondents, including nine provincial education ministers and finance ministers, to ensure the minimum norms and standards for school infrastructure, the Eastern Cape government and the national government have set minimum standards.
Of the approximately 3,544 schools in South Africa, 401 do not have electricity, 913 do not have water at all, 2,703 do not have toilets and do not have fences.
The vast majority of schools-more than 21,000 in both cases-lack libraries and science laboratories, while 19,037 do not have computer centers.
On 2013, the High Court of East Cape Province ordered Minister Angie musheka to publish the norms and standards for school infrastructure.
In 2015, houden began an r17billion digital classroom campaign to provide students with information and communication technologies.
Houden education MEC panyza Lesufi made his department clear to the media on Tuesday, January 13, 2015, the day before the official launch of the project at Boitumelong Middle School in Tembisa, Johannesburg
"At this school tomorrow morning, we will officially bury chalk plates, we will officially bury the duster, and we will officially bury the chalk.
"The days have passed when they have to write on their homework and hand in their homework.
"We are making this investment in order to compete with the best countries.
We are influenced by Korean ideas and South Korea is the best for children who will read, write and calculate.
"I want to raise the level of education in this small town so they can compete with any other learner," he added . ".
In addition to the tablet, the students also received 4 kdongg to keep them in touch at home.
Vice President Cyril ramafusa stressed that education is the most powerful weapon against poverty.
He quoted the late Nelson Mandela when the project was officially launched at Tembisa Boitumelong Middle School.
"Through education, the daughter of the farmer can be a doctor, and the son of the miner can be the head of the mine, saying:" The child of a farm worker can be the president of a great country . ".
"In the end, it's you, the learner, who needs to take seriously the opportunities that exist now and be responsible for your future.
"Your commitment to learning today will determine your success tomorrow," he added . ".
However, this is also uncomfortable for learners living in rural areas of South Africa.
Daniel Linde of equal education believes that access to technology should not be the only focus of the government.
"This is not necessarily the best direction for funding," he said.
If there are flush toilets in the province, and if schools have reliable power and water sources, learning and teaching conditions are better, all of which can lead to learners wanting to go to school more, and create a more favorable learning and teaching environment.
"In a policy briefing issued by the UNESCO act on early childhood care and development, published in December 2012, the organization expressed support for the introduction of ICT in early childhood learning.
"Innovative early childhood care and education (ECCE)
Teachers, researchers and educational authorities regularly report creative ideas and examples of the potential value of ICT in children's games and learning.
Based on their growth experience, they believe that developing new digital technologies in ECCE can help children develop their abilities and personalities in an effective, real and attractive way.
However, UNESCO calls for caution and recommends that stakeholders be careful in managing the transformation of the learning environment and systems.
"Research literature and our own experience in various national and international activities demonstrate that the process of integrating information and communication technologies into economic and social cooperation should be supported, supplemented and supplemented by the evaluation studies conducted at the same time
If the process is done at the top, both are truedown style, e. g.
As a national or regional development project, or as a bottom-
An initiative of one or several innovative ECCE centers in a country or region.
UNESCO further stated that various factors could affect the introduction of information and communication technologies in early education.
This includes the lack of professional development of teachers who may receive basic training in the use of computers, but not much training in complex digital literacy and new teaching.
Teachers, parents and education authorities may lack confidence in the potential of information and communication technology to enrich the learning process and cannot supervise the successful integration of technology into the early learning process.
Teachers may also find themselves lacking technical and other support systems.
In addition, both students and teachers may lack important learning materials and learning resources, as computers and surfing the Internet are only a small part of the learning process.
Unesco stresses the importance of a digital learning environment
In principle, it includes: learners should have access to information and communication technologies in a universal manner;
That is to say, learners must be able to use the lCT tool from a very young age until a university or college.
It is recommended that education authorities adopt a clear ICT vision and policy for early childhood education and provide tools to support and implement ICT education.
"ICT standards, curriculum supplements, assessment frameworks, learning resources, compilation of good practices and other support frameworks for ECCE teachers.
Incentives, national and regional projects, professional development programmes for educators and long-term support for the various forms of their work must continue.
UNESCO said: "The authorities should promote the professional development of teachers and monitor any security and gender issues that may arise in the implementation of ICT.
In early childhood learning, in fact, the benefits of introducing information and communication technologies in all learning environments will far outweigh the internet connection and the introduction of tablets and computers in schools, as the entire education system will have to be completely re-established
To evaluate and strengthen to meet the needs that will basically become a new model of early childhood development and education in the 21 st century.