Reason 3: Fostering Social Interactions with One Another
Integrating ICTs into children’s learning in meaningful contexts enables children to interact and socialize with one another such as pairing them up to complete a task using computer. Working at computers provides young children with stimulating experiences in problem solving, collaboration, and social negotiation (Ching, Wang, Shih & Kedem, 2006). Unfortunately, some educators and parents, they tend to think negatively that children will not be able to interact with others when they start sitting in front of computers. However, it is basically depends on how the educators or parents would want to make a change of it and make it into a positive outcome. Hayes and Whitebread (2006) has mentioned that, today, there is a large increase in interactions when children are working in pairs at a computer than when playing with board games on the floor. He also points out that the amount and quality of interactions and find them to be substantially enhanced when children worked at computers in pairs (Hayes & Whitebread, 2006).
When the children are given chance to be paired up to engage in Mathematics computer games or other work, effectively, children’s social skills are fostered and developed as they are given rooms to interact and socialize with one another. This is supported by Yelland (2002) who states that a study has been carried out and it shows that children actively engage with their partners while they are playing computer games and its result shows a range of social interactions such as discussing concepts verbally with their partner, participating in collaborative problem-solving and articulating their beliefs about specific mathematical understandings as well as the other general social skills such as taking turns.
English as Second Language Children
Based on the context, it can be seen that there are 4 out of 10 children who are English Learners which means that English is their second language. Teachers have captured the need in the second language learners where they need to have opportunities to engage with one another. For instance, the teachers have actually paired the English as second language children with those who are competent in English language which is called as buddy system. This supported by Beck and Malley (1998) that educators must always create the sense of belongingness in the English as second language children through forming friendship and cooperative learning group.
Based on the context, it can be seen that there are 4 out of 10 children who are English Learners which means that English is their second language. Teachers have captured the need in the second language learners where they need to have opportunities to engage with one another. For instance, the teachers have actually paired the English as second language children with those who are competent in English language which is called as buddy system. This supported by Beck and Malley (1998) that educators must always create the sense of belongingness in the English as second language children through forming friendship and cooperative learning group.
Example of suggested of ICT Digital Cameras
With the assistance of teachers, children can use digital camera to document their daily activities and then create individual photo journals on the laptop.
With the use of digital cameras, it provides multiple opportunities for children to interact
with peers and teachers while taking pictures throughout the learning environment.
This also helps the ESL children to interact with English speaking peers.
Ching, Wang, Shih & Kedem (2006) mention that
not only do the digital cameras itself facilitate the social interaction,
but it also encourages aggregation around the most powerful computer
which become more meaningful for children while children create their journals.
With the assistance of teachers, children can use digital camera to document their daily activities and then create individual photo journals on the laptop.
With the use of digital cameras, it provides multiple opportunities for children to interact
with peers and teachers while taking pictures throughout the learning environment.
This also helps the ESL children to interact with English speaking peers.
Ching, Wang, Shih & Kedem (2006) mention that
not only do the digital cameras itself facilitate the social interaction,
but it also encourages aggregation around the most powerful computer
which become more meaningful for children while children create their journals.