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The Department of Childhood and Youth Studies

FOUNDATION DEGREE IN EARLY CHILDHOOD

FDEC106

Information and Communication Technology in Early Years

Work Based Module

Academic Year 2010 - 2011

Level 4 Semester 2

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FDEC106 Information and Communication Technology in Early Years

C O N T E N T S

page

1. Aims 4

2. Learning Outcomes 4

3. Indicative Curriculum Content 5

4. Learning Strategy 5

5. Reading and Reading List 5

6. Indicative Module Content 7

7. Attendance 8

8. Module Curriculum in Detail 9

9. Assessment and Re-assessment 11

10 Extensions and Mitigating Circumstances 11

11. UoC Generic Undergraduate Marking Criteria 13

12. Academic Malpractice 14

13. The Disability and Academic Skills Service 15

14. Programme Staff – contact details 17

15. Communicating with Foundation Degree staff 18

16. Module Evaluation 19

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Module Title: Information and Communication Technology in Early Years Module Code: FDEC106 Credits: 15 Level: 4 Home: The Department of Childhood and Youth Studies Programme: Foundation Degree in Early Childhood Module Tutor: Carol Lloyd Entry Requirements: 1. Aims

This module is 100% work based learning and aims to enable the student to acquire personal ICT skills that will support their undertaking of the FDA for Early Years Practitioners. It also aims to provide a sound foundation of ICT skills that will be necessary for the students in the widest sense of their role in their setting. The module will also give students an understanding of the learning process and of themselves as learners. It offers the students the opportunity to experiment with and reflect upon different approaches and learning strategies to ICT. This module will also allow students to explore the effective provision and use of ICT within the Early Years Curriculum and investigate the range and appropriateness of ICT within Early Years settings.

2. Learning Outcomes

On completion of this module students will: LO1. Be able to use a widening range of ICT software for professional and personal use:

LO2 Be able to access professional information via the Internet;

LO3 Use ICT for presentations;

LO4 Critically examine and evaluate the use of ICT in the curriculum including its appropriateness for purpose in learning within their setting.

LO5 Illustrate how ICT can be used to support all children‟s developmental and learning needs

LO6 Have an insight into themselves as learners and their preferred learning styles.

Transferable Skills

Communication skills in written and electronic forms;

Oral presentation

ICT skills.

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3. Indicative Curriculum Content

This module has two strands. Strand one:

To develop the use of ICT both personally and professionally, but also to be able to use ICT in enhancing children‟s development.

The module will revisit the ICT skills first identified in PP1 then students will undertake a reflection about their own skills against the ICT benchmarks. Including a personal and professional audit of ICT skills and experiences.

This will allow students to monitor their ICT progress and plan for their future ICT needs. Ability to use PowerPoint will be included.

The second strand:

Includes linking the Early Years Curriculum /ICT recommendations and sharing examples of good practice. Analysing and discussing innovation as adding value to the curriculum, with the view of debating the discrimination of ICT as a tool not a solution.

ICT and programme planning - as a method of motivation, development and participation in learning – child development stages and readiness to use the medium –

Use of ICT to develop cognitive, psychomotor, kinaesthetic and social skills. Identifying the appropriate use of ICT in each setting - ICT and its use with children with special needs. Health and Safety requirements in the use of IT.

4. Learning Strategy

This module will be 100% work based learning and in the workshops will make full use of the Learning Resource Centre ICT facilities for the ICT aspect of the work. However the module will be supported via two workshops, a preparatory session, and a mid-point review and final feedback session. Work based learning will be facilitated by the mentor with the help of podcasts, moodle and discussion boards. Observations of ICT in the setting with discussions on adult /child interaction and suitability of products in relation to age and stage. The theoretical content will be met by a combination of group activities, review of IT packages and resources

5. Reading

Make yourself familiar with the University‟s intranet system: Portia and moodle. Lecturers will post their PowerPoint lecture presentations, email and use other facilities on moodle to link with you. You also have access to a range of journal articles through My Library – Electronic resources- E-journals. Electronic resources also gives you access to Ebrary and Dawsonera, where you will be able to access and read a very wide range of text books. Generally, E-journals full texts are accessible almost only from within the University. Ebrary, on the other hand, is simple to download upon your home computer and texts can be read from there. Please contact the subject librarian id you need support for this aspect. D.scarfe@chi.ac.uk

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Reading List.

I have a collection of related reading which you will access on moodle as pdf files, if you wish you can have hard copies made at reprographics but have to pay for this I wil have this on day 1 .

Please note some books are at the Bognor Campus, you can request the books to be brought up to Bishop Otter Campus to collect. Farr, Anne. ICT activities / [text: Anna Farr]. Early Years Activity Chest Leamington Spa: Scholastic, ICT in the early years / edited by Mary Hayes and David Whitebread Learning and Teaching with Information and Communications Technology Maidenhead: Open University Press, 2006

Siraj-Blatchford, -Supporting ICT in the Early Years . Oxford: OUP

Farr, Anne. (2001) Using ICT Leamington Spa : Leamington Spa :Scholastic.

Other references:

Farmer, M. & Farmer, G. (2000). Supporting ICT - A Handbook for those who assist in Early Years Settings. Ager, R. (2004). Information and Communications Technology in Primary Schools: Children or Computers in Control? David Fulton Fulton.Leask, M. and Meadows, J. (2000). Teaching and Learning with ICT in the Primary School. Routledge. O‟Hara, M. (2004). ICT in the EARLY YEARS. London: Continuum. QCA. (1998). Information Technology: A scheme of Work for Key Stages 1 and 2. QCA. Florian, L. & Hegerty, J. (2004). ICT and Special Educational Needs. Maidenhead: OUP Electronic Sources : please also refer to the handout given by tutor for web links.

Developmentally appropriate technology - http://www.ioe.ac.uk/newsEvents/36073.html Department of Education and Skills - http://www.education.gov.uk/search/results?q=ict

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http://www.teachernet.gov.uk/search/index.cfm?contains=ict&mode=simple_results&type=simple&nxt=1&stRec=1&resultsOp=10&sortOp=score&summaryOp=show&notcontain= School of Education Homepage –

http://www.education.gov.uk/ tda and key skills http://www.tda.gov.uk/

Advisory Unit: Computers in Education ( Special Needs Advice) http://www.advisory-unit.org.uk/site/spec_ed/special_welcome.html

6. Indicative Module Content

This Work Based Module will commence on 13th June 2011 and the second session is 4th July 2011. Hand in date is 1st August 2011.

Session Date

Room LO6 and library

1 13th June 2011 Introductory Session

2 4th July 2011 Midway Session

Hand in date

1st August 2011 Please complete a MAC form, then sign the handing in sheet, post into the white box or place in the abelled box if your portfolio will not fit in the usual white post box

Detailed agenda of session content.

Monday 13th June 2011 10.00am -11.00am ish Room LO3

Welcome and introduction. 1) Discussion on what do we mean by ICT and ILT

(Information communication technology and Information Learning technology)

2) Compile a list of all the ICT/ILT tools used in various Early Years settings.

3) Issues to consider: Confidentiality, Health & Safety. Internet etiquette. Policy

4) Go through the module outline outcomes and expectations of assessment

11.00 -13.00pm

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Strand 1 : Personal & Professional activities What are the possible ICT benchmarks? Using QCA and key skills expectations, as a guideline: http://www.qcda.gov.uk/qualifications/6263.aspx http://www.tda.gov.uk/ http://www.tda.gov.uk/trainee-teacher/qts-skills-tests/ict/practice-materials.aspx

Look at the benchmarks and consider your skills and development, devise an audit of skills, reflecting on PP1 and the Common Core of work skills.

1. Online Activities or time in the library. 2. Consider researching the websites given, read &

explore and analyze how useful it is for you personally & professionally.

3. Plan to make 4 slides on PowerPoint „my ICT journey‟ ( can be done with colleagues)

4. Reflection on your learning journey, 4 key developmental points, what did you feel about your learning, what style of learning is preferred? What evidence do you have?

5. Consider what you do with the children in relation to ICT/ILT activities.

6. What will your audit look like? Try and sketch a plan.

13.00-14.00pm LUNCH BREAK

14.00-15.30pm LO3

Activity : ICT to enhance children‟s learning Link the ICT activity from the video clip to the EYFS, Every Child Matters outcomes and areas of development. Consider Intended learning outcomes. How would you plan and evaluate an ICT/ILT activity? Including H&S /gender and Inclusion issues.

15.30-16.00pm Well earned break !

16.00pm-17.00pm LO3

Debate : „electronic age and Imagination‟

What is appropriate ICT in Early Years?

Check every one knows the expectations, discussions and planning ahead.

What we will do next time and contacts

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Remember all students must bring their PDP for handing in and anything they have completed for this module towards the portfolio i.e. activities to share or research undertaken

4th July 2011 LO3 10.00 -11.30 am

Welcome back.

1. Individual students to feedback on activities implemented in setting.

2. Share any articles or research 3. Portfolio building workshop

11.30 -12.00 Break

12.30- 13.30pm

Tutor led report writing activity for strand 2 Group work on report writing, considering headings for your report. Linking to articles

13.30 -14.30pm Lunch break

14.30 -15.30 pm

Use of ICT in my work , identifying opportunities Discussion and reflections

15.30- 17.00pm

Portfolio work /library time Evaluation of course and PDP activities Celebrations!!! PDP reminder.

7. Attendance

Irregular attendance will have a detrimental effect on your learning experience. If you are absent from a timetabled session you should:

Try to let the tutor know beforehand by phone or by leaving a message; If the session involves group work (such as a tutorial based around practical

work or a student presentation), try to contact other students in the group beforehand;

In any event you must collect a form from the Childhood Studies Department and return it, properly completed, to the Programme Administrator.

If you are absent from two consecutive classes (or three overall) without providing completed and authorised forms you may be de-registered from that module. For full details regarding Academic Regulations attendance please refer to The University Student Handbook. The on-line University Student Handbook is a very important “one-stop tool” that contains details on and links to all such policies, procedures and regulations that will be updated for September 2010/11.

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Work Based Learning Attendance

In order to complete the Foundation Degree in Early Childhood regular and reliable work place attendance is essential.

Attendance will be monitored by work based mentors who will feedback to the programme co-ordinator.

Please ensure you complete your PDP reflections weekly. The PDP will need to be handed in on 1st August with this module for the course co-ordinator to give you feedback.

8. Mode of Assessment and Re-assessment

Formative Assessment: A self-audit of ICT developmental skills against National Benchmarks for ICT at the start of the module, with an action plan based on future needs. Completion of intersession tasks and a fun small group presentation, using PowerPoint (not assessed).

A plan of development on the personal and professional audit. ( LO6)

Information and analysis of websites to enhance professional development. (LO2,LO3)

Evidence of use of software to enhance professional and personal development. (LO1,LO6)

Summative Assessment:

Design and implement an ICT activity /ies in your own setting. (LO4,LO5)

Evidence of use of software to enhance professional and personal development; (LO2,LO3)

Planning to use ICT within the work setting for children‟s development and learning. (LO4,LO5)

A risk assessment of potential ICT hazards in the workplace.(LO6) Assessment Criteria The portfolio, 2,500 words, should demonstrate:

Knowledge and understanding of ICT to enhance professional development and children‟s learning.

The identification and analysis of professional and personal development.

Ability to present a well thought out and structured portfolio.

Ability to construct a clear and coherent portfolio and report.

Correct use of Harvard referencing.

*hand in your ICT audit with your portfolio. * see appendix 1 for portfolio guidance.

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Provision for Re-assessment.

You may be re-assessed in the modules you have failed at the discretion of the Examination Board. Re-assessment will take the same format as the original assessment. The maximum mark achievable at re-assessment is 40%. Normally, only one reassessment of a module will be allowed. In exceptional circumstances a second and final resubmission may be allowed.

Reassessment will normally take place by the next available examination board. Where the Examination Board offers re-assessment in any module that contains more than one element, all failed elements must be reassessed. The Board also has the discretion to require re-assessment in all or some of the pass elements.

10. University of Chichester Grading Schedule The term „answer‟ when used below relates to the work that was submitted in answer to the assessment task(s) set: it may refer to professional practice, a performance, an essay or any other form of assessment.

%Grade Characteristics of % grade band

0% Penalty grade for academic malpractice

1-9% Of no relevance whatsoever to the objectives of the module assessment.

10-19% Very little of any relevance or substance. Lacking in application or quality.

20-34% An attempt has been made to address the relevant issues, however it is still mainly of little relevance or is scanty and backed up with little or no evidence. The style may be inappropriate, with serious errors of grammar, spelling and structure. Displays some intellectual or practical application.

35-39% Some relevant issues are addressed, however the answer is largely descriptive or anecdotal, or is backed up with little evidence. The style may be inappropriate, with serious errors of grammar, spelling and structure. Inability to handle knowledge; limitations in practical skills.

40-49% The main issues have been addressed, but with some omissions. There is little theoretical content. The style may be inappropriate, with errors of grammar, spelling and structure. Limited in interpretative use of knowledge or in some practical skills.

50-59% A competent answer which addresses the main issues satisfactorily, but which may contain minor omissions or errors. Theoretical issues are addressed, but may be somewhat superficial. There is a degree of appreciation of the material, but this may show limited evidence of critical ability. The style is largely good. Good grasp of knowledge and practice with some limitations.

60-69% All main issues addressed with clarity. There is evidence of wide reading. The work is well organised with relevant arguments cogently developed and supported by appropriate evidence. There is evidence of considerable critical and analytical ability, with clear insights and competent evaluation of material. It is well presented and structured. The grammar and style are good. Good capacity to interpret and use material flexibly, no practical inadequacies. At the higher margin work will not contain any errors or omissions.

70-79% Highly critical and analytical, well presented and structured, with a

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comprehensive and insightful exposition of relevant theory and research. Demonstrates creative flair or excellent skill in performance linked with strong interpretative understanding.

80-89% As 70-79, but makes innovative or original links with related theory and/or research. May be of publishable quality. Creative flair combined with strong interpretative understanding.

90-100%

As 80-89 but highly original or innovative, or creates an entirely new synthesis of ideas. Of publishable quality. Creative flair combined with profound interpretative understanding.

Failure to submit or plagiarism will constitute a fail 11. ACADEMIC MALPRACTICE Academic Malpractice is treated very seriously by the University. For this reason, programmes give students detailed guidance about how to reference the work of others and support students in developing good academic practice. Students who are suspected of Academic Malpractice will be invited to attend an Assessment Enquiry Panel. The panel does not seek to conclude whether the malpractice was intentional or not, it focuses on whether or not it occurred. Where Academic Malpractice is confirmed the outcome is reported to the Board of Examiners, which determines the nature and extent of the penalty to be imposed. A range of penalties are available to the Board from lowering the grade, requiring re-assessment, withholding credit for a module. In recent years the whole range of penalties has been imposed. For the most serious cases this has included the withholding of a degree award. Details of the procedures for dealing with Academic Malpractice are to be found in the Academic Regulations 2006. These are available on Portia, click on the Uni Services tab, then select Academic Standards Unit on the left hand side. Academic malpractice is cheating which is defined as to ‘trick, defraud, deceive (OED)‟. Academic malpractice can take a number of forms including: Academic Malpractice relating to a student’s own work: Collusion: where a student works in a fraudulent manner with another (or others) being assessed independently (either wholly or in part) in the same module. Commissioning: getting another person(s) to complete work, which is subsequently submitted as the student‟s own work. Duplication: the replication of element(s) of material in more than one assessment within the same institution or elsewhere, simultaneously or at some other time. Falsification of data: where data have been invented, altered, copies or obtained by unfair means. Plagiarism: to „take and use another person‟s thoughts, writings, inventions as one‟s own‟ (OED). Syndication: the submission of substantially similar piece(s) of work by two or more students, either in the same institution or in a number of institutions, either at the same time, or at different times. Academic Malpractice relating to the work of other students:

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Aiding and abetting: where a student assists another student in any form of dishonest academic practice. Students are reminded that: a. all passages taken word for word from any source, whether primary or secondary,

must appear within quotation marks or in an agreed appropriate manner; b. the sources of each quotation must be clearly identified; c. where a quotation from primary material has been taken from secondary work,

without the candidate having consulted the primary material, acknowledgement must be made to both the primary and secondary source of the quotation;

d. where a part of a secondary work has been paraphrased, this also must be clearly identified;

e. any collaboration with other people on the project, or any other assignment, must be acknowledged.

To help counter what has been perceived to be an increase in plagiarism from web based sources and other forms of malpractice the university (like many others) uses IT software to help monitor good academic practice. All students will be required to submit an electronic version of any written assignments on disk, along with their printed hard copy. How to avoid plagiarism: It is always important to make it clear when you are using the work of another. It is never permitted to copy unacknowledged passages from sources or to represent the ideas of another as if they were your own, even accidentally; to do so is to run the risk of a charge of plagiarism. You should ensure that:

all passages taken word for word from any source, whether primary or secondary, appear within quotation marks (even in your preliminary notes so that you can acknowledge the source later).

the sources of such a quotation are clearly identified (include Author, source and page number)

where a quotation from primary material has been taken from secondary work, without the student having consulted the primary material, acknowledgement is made to both the primary and the secondary source of the quotation (use the term “cited in” (or “cited by”)

any work, part or all, of which has been paraphrased is clearly identified

you only use quotes when the particular words used by a particular source are significant to the argument

you use your own words wherever possible:- using quotes because you cannot express the material in you own words is not an acceptable use of quotes; you will only get credit for what YOU say in your own words, so never use a quote without commenting on it.

any collaboration with other people on the project or any other assignment, is acknowledged.

12. THE DISABILITY AND ACADEMIC SKILLS SERVICE

The aim of the Disability and Academic Skills Service is to support and advocate for trainees with disabilities, medical conditions, mental health difficulties and other additional requirements in order to promote equal opportunities. Advice and help is

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available on both campuses throughout the week during main office hours 9.00 am to 5.30 pm. Disability Advice and Support This service currently supports trainees with a variety of disabilities and additional learning needs that impact on studies. Disabilities include: dyslexia, dyspraxia, visual impairment, hearing impairment, physical and mobility difficulties, social communication disorders, Asperger syndrome, Tourettes, mental health and medical problems.

Adapted Course Materials The Sensory Advisor can assist trainees with accessing adapted course materials, equipment and resources if they experience a visual or hearing impairment. Specialist Support Staff Trainees should contact the Disability Co-ordinator if they require: 1:1 specialist tutorials with a dyslexia tutor, or a note taker, reader, interpreter, lip speaker, support in the library or around campus etc. Examinations Requests for alternative arrangements in examinations and timed assessments can be arranged for students with disabilities. You must meet with a Disability Advisor to arrange this.

Academic Study Skills Tutor The Academic Skills tutor provides weekly open access study skills sessions, open to all trainees who need to enhance „higher level‟ skills (no need to book). Group sessions and individual sessions are available on a variety of topics through out the academic year. See Portia and main student notice boards for the timetable and venue for the weekly open access study skills seminars.

Contact: Disability and Academic Skills Co-ordinator, or College Nurse, or International Student Advisor. Requests for additional requirements in examinations or timed assessments are confirmed and organised through the Examinations Office. Trainees will be notified by a letter from the Examinations Officer.

Further advice we can offer: Help in applying for the Disabled Students Allowance (DSA). Assistance in arranging Educational Psychology assessments, or

technology and needs assessments at a National Access Centre. Advice and help with purchasing specialist equipment. Help in accessing/providing other areas of support such as: note-takers,

readers, interpreters, Braille, or alternative formats of course materials etc.

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Time-tabled study skills sessions. Special examination arrangements. Help with access issues around campuses. Further information can be found in the main Student Services areas on

both campuses, in the Disability Statement on the website.

How to contact the Disability and Academic Skills Service For general advice, or to book an appointment with any of the Disability and Academic Skills Service please ring 01243 812076, or e-mail disabilityacademicskills@chi.ac.uk, Who we are: Disability and Academic Skills Co-ordinator: Steve O’Melia Main Office in Student Services @ BRC campus (Room10) fully accessible : 01243 812076, Minicom: 01243 812013, Email: s.omelia@chi.ac.uk. Sensory Advisor: Christine Mant Student Services Room 7 @ BRC, : 01243 812145, minicom: 01243 812013 Email: c.mant@ucc.ac.uk. Academic Skills Tutor: Maureen Preece Student Services Room 9 @ BRC, New Hall Room 102 @ BOC, : 01243 812143 Email: m.preece@ucc.ac.uk College Nurse: Graham Francis Medical Centre, Student Services @ BRC, : 01243 812122 Email: g.francis@ucc.ac.uk or staff PIPS Examination Office: Academic Services Manager, : 012436020, Links to all student support services can be found via the Student Handbook online at www.ucc.ac/cfm/student_handbook/html

13. Programme Staff

Pia Parry – Subject Leader, New Hall N327 Email P.Parry@chi.ac.uk Tel 01243 816230 Carol Lloyd – Programme Co-ordinator, New Hall N330 Email C.Lloyd@chi.ac.uk Tel 01243 816308

Dr Jean Duncombe – Course Tutor, New Hall N329 Email J.Duncombe@chi.ac.uké Tel 01243 816386 Rob Abbott – Course Tutor, New Hall N321 Email R.Abbott@chi.ac.uk Tel 01243 816231

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André Kurowski, Course Tutor, N321 Email A.Kurowski@chi.ac.uk Tel

Jackie Whitnell course tutor N321 Email J.whitnell@chi.ac.uk

Support Staff Jane James - Programme Administrator New Hall, N334 Email J.James@chi.ac.uk Tel 01243 816407 David Scarfe -Subject Librarian Learning Resource Centre (LRC) Email d.scarfe@chi.ac.uk

Tel 01243 816086

14. Communicating with Foundation Degree in Early Childhood Staff

In Writing The most efficient method of communicating with academic staff is by email. This allows the tutor to deal with queries in an ordered and clear manner, providing a record of the communication in the process. It is inadvisable to leave notes on tutors‟ doors: they have a habit of falling off…. If you must leave notes, please do so in the Pigeon Holes (Pips) provided for each member of staff. These can be found top floor in New Hall, halfway along the corridor.

In Person or by Telephone If you prefer, you may phone Jane James on: 01243 81407 or visit her in person in her office. Jane will either deal with your query or leave a message for (or contact) the tutor in question. Please be certain that before you make contact with Jane by phone or in person your need is an immediate one, which cannot be dealt with by email.

Communications from Staff PORTIA Academic staff will post any information you will need to know on Portia – please ensure your Portia accounts are activated as soon as possible and check for postings regularly or you may miss something crucial. Email All staff will communicate to you by email. Your University email address will be given to you when you activate your Portia account. Staff may also call you on the telephone number you have given to Admissions if appropriate.

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15. MODULE EVALUATION

The formal evaluation of Modules is an important part of the quality processes of the Social Work programme. You will be asked to fill in an evaluation form at the end of each module (time will be given in class for this purpose). These forms are analysed, in the first instance by the module tutor/leader who writes a report based on the overall impression of the strengths and weaknesses of the module; part of the report includes the presentation of raw data and tutors are encouraged to make recommendations for the future running of the module.

Appendix 1 ICT module Introduction

What is ICT? What is ILT? This module has two strands which go towards the presentation of a portfolio and report. It weaves the WBL and summative learning together.

Portfolio: what does this look like?

Report: what is this? This should be approached in the same way as the report in the previous Health Module.

Strand 1: Personal and Professional ICT Strand 2: Using ICT to enhance children’s learning What do I have to do? Strand 1:

1) You will need to reflect upon your development in the area of ICT in the world of work and study.

How do I do this? First, we will look at some ICT benchmarks and skills. First find your audit from the first module and then your PDP journal, look to these and then reflect on how you have developed in the area of ICT personally and professionally. Undertaking analysis and reflection of your journey will be useful for when you write your report. A summary of your learning and the way you have felt about it will be discussed. Your PDP or journal can be the evidence that you refer to as well as any other evidence of ICT development from your foundation degree journey so far, such as referring to PowerPoint presentations you made for modules or use of ICT to be successful on the course. Any evidence from work based activities, such as reports, photographs used in learning journeys for children or observations for profiles or management data bases can be included.

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(Evidence can be put in the portfolio but remember to be careful about confidentiality) For example:

PowerPoint skills

Using email

Using Portia and moodle

Online library

Internet /searching

Telephone technology

Using digital camera/video

Using word

Using Excel

Using memory sticks.

Can you think of any more examples …. From the reflections and discussions, make some notes for your self and then you can go to the second part

2) Plan an audit for future needs in ICT both personally and professionally. This will include plans for strands 1 & 2, (enhancing children’s development & learning) so you will need to record what you want to learn for your personal and professional development and what you want to develop in your setting for ICT and children‟s development and learning. The audit can be done in table or grid style as we did in module FDEC101 or you can be creative and present it in a different way, showing new skills. Discuss this in groups as you may find this varies according to your own learning preferences and skills. In the audit you must include how you will develop your skills or knowledge. In the report you could refer to an analysis of some websites explaining how they enhance your professional development or not!

We will be spending some time looking at websites and we will discuss their value and draw up an analysis together. This will show you how to go forward when researching over the next few weeks.

Over the weeks in your setting you will be expected to make some observations (narrative, charts or tables) of ICT in your setting. You may make an audit of resources, evidence of children playing with ICT, records of discussions with the children about what they like & why. Maybe you might include where possible the parents /carers voice (giving children a voice and linking to ECM). Consider looking at gender /Inclusion and ICT and discuss what could be done over the next few weeks in your setting, which will help you to develop evidence and write a report.

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What do I actually hand in for assessment? This portfolio should include an audit, evidence and a report: (This is a guideline anything else you feel is relevant counts!! Strand 1 :

Personal & Professional audit plan. A clear plan of where you are going with ICT in the future and how you will get there with SMART targets.

You may include the PowerPoint of your learning journey. Strand 2 :

A planning sheet of an ICT activity/ies for the children in your setting.

Reflections from the activity and evaluation of learning for children linked to Early Years Foundation Stage and the areas of development.

Observations or audits of ICT with reference to gender / Special Educational Needs/ Inclusion. ( this could be a team activity at work )

Evidence of discussion with the children & parents/carers. (optional)

Risk assessment of ICT hazards in your setting linked to health & Safety /legislation and sources.

A brief appraisal of the settings ICT policy (if they have one)

A reflective summary report, including how you have developed in relationship to ICT. A discussion on the use of ICT in Early Years, how you will develop ICT in your setting.

Evaluation of websites you used and list of those used in a bibliography.

(No word limit set except do not exceed 2,500 words for portfolio report )