The module will examine the differing uses of ICT in the early childhood setting and how that can be embedded within the early years foundation stage framework.

Students will recognise the legal and safety requirements of the use of ICT for children, parents/carers and practitioners.

Students will be encouraged to understand how learning theories are relevant to the use of computers, multi-sensori rooms and peripherals.

Students will recognise how ICT can make a major contribution to teaching and learning by allowing for differentiation and equal opportunities, breaking down barriers with assistive technology such as touch screens, foot-controlled mouse, expanded keyboard, remote controls etc.

Summative Assessment:
Group (4-5 students) production of a film of approximately 20 minutes presented as a DVD to evaluate how ICT can be embedded within the early years curriculum (weighting 100%) (LOs 1 - 5)

Students will undertake the presentation as part of a group but each student will be assessed as an individual according to their unique participation and contribution to the presentation.

Formative Assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback, from the module tutor and through the personal tutor system, will take place. An early storyboard for the presentation will be reviewed at an appropriate time during the module.

The learning strategies will require students to commit 150 learning hours of which 30 hours will consist of contact time (3x10).

The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. This module will particularly lend itself to peer group discussion which will allow students to share ideas and experiences from their settings and will encourage reflection and evaluation.

A key aspect of the learning strategy for this module is the direct involvement of employers and work based learning. This is particularly effective as it gives students realistic, hands on experiences of ICT equipment and its use in the early years setting. This will improve the students experience and professional confidence providing the student with invaluable skills in planning, management and leadership.

Harrison, S. and Kington, A., (2002), Innovative Classroom Practices using ICT in England, Slough, NFER.

Hayes M. and Whitbread, D., (2006), ICT in the Early Years: Learning and Teaching with Information and Communications Technology, Milton Keynes, OUP
Poulter, T. and Basford,J., (2003), Using ICT in the Foundation Stage Teaching, Exeter, Learning Matters

Siraj-Blatchford, I. and Siraj-Blatchford, J., (2003), More than Computers - Information and Computer Technology in the Early Years, London, British Association for Early Childhood.

Siraj-Blatchford, J. and Morgan, A.,(2009), using ICT in the Early Years, Buckingham, OUP

Linfield, R. and Maltas, D. (2010), Planning for Learning through ICT, G.P, Pre School Practical

Multi media classroom resources, learning resource centre, internet and access to tutor