8 THE IMPORTANCE OF BLENDING TECHNOLOGY OF TEACHING IN EARLY CHILDHOOD CARE AND EDUCATION IN A BORDERLESS WORLD

Abstract

Blended learning is an innovative concept that embraces the advantages of both traditional teaching in the classroom and (ICT) supported learning that includes both offline and online learning (ICT) compliments and extend traditional means of learning. It reflects the real world inside and out. For this purpose, there is need for effective implementation of (ICT) in (ECCE) schools to enable proper planning which entails estimating the number of pupils in the school system. Blended learning has greatly influenced the teaching and learning in the ECCE which we know little about as educators and the use of these technologies in Early Childhood Care and Education. It is also expected that the use of Blended learning if well implemented, will bring about sustainable development, use of (ICT) in our communities and enhance quality teaching and learning in Early Childhood Centres. Therefore, this paper will look at the conceptual framework. The need for blended learning and teaching. The need and uses of (ICT) in Early Childhood care and Education in Nigeria and suggest possible solutions where necessary.

Key words: Blended learning, Technology, Teaching, Early Childhood Care and Education and Borderless World.

Introduction

Education is the key to Nigeria’s economic growth, prosperity and our ability to compete in the global economy. It is the path to good jobs and higher earning power for Nigerians. Nigeria needs education system that provides all children with engaging and empowering learning experiences to help them set goals, stay in school irrespective all odds; to obtain the further education and training needed for success in their personal lives, workplace, and their communities.

Besides there is need to develop creative, resourceful thinkers; informed citizens; effective problem-solvers; groundbreaking pioneers; and visionary leaders. This will help foster the excellence that flows from the ability to use today’s information, tools and technologies effectively and a commitment to life-long leaning. All these are necessary for Nigerians to be active, creative, knowledgeable, and ethical participants in our globally networked society.

In order to achieve this, schools must be more than information factories; they must be than information experts; they must be collaborators in learning, seeking new knowledge and constantly acquiring new skills alongside their pupils. Pupils must be fully engaged in school-intellectually, socially, and emotionally. This level of engagement requires the chance to work on interesting and relevant projects. The use of technology environments and resources, and access to an extended social network of children and peers who are supportive and safe.

Technology itself is an important driver of change. Contemporary technology offers unprecedented performance, adaptability, and cost effectiveness. Technology can enable transforming education only if, we get committed to the change this will bring to our education system. For example, pupils come to school with mobile devices that let them carry the Internet in their pockets and search the web for the answers to test questions. Is this cheating, or with such ubiquitous access to information is it time to change what and how we teach? Similarly, do we ignore the informal learning enabled by technology outside school, or do we create equally engaging and relevant experiences inside school and blend the two?

Conceptual Framework

The provision of modern technological equipment at all school levels depends on the levels of preparedness both on the side of the teacher and pupils. A thorough look at pupils ability to obtain the necessary flexibility in the world of information closely interrelated among others, level of information setting in the schools with different types of data in printed and electronic format with regular, updates and networks as well as those directed by experts.

It is based on the theory of constructisim which belief that people learn through constructing their own understanding and knowledge gained, through their personal experiences and reflection upon those experiences. The teacher is a facilitator whose role is to guide the learners in the construction of their own knowledge. Learning new materials and concept is predominantly the responsibility of the learners while the teacher’s responsibility is to stimulate curiosity and fully engage pupils in learning process that will enable them think and process information, (Dewey, 1933; and Adams and Burns, 1999). This constructism suggest the needs for pupils to develop thinking skills and enable the current schooling methods to provides such opportunities.

Technology provides opportunities for ideal learning, yet it has been neglected and the implementation has failed widely as it provides opportunity for a learner centred, learning environment with the ideas that they learn more from what they do. This will enhance positive attitude and skills for sustainable living in borderless world.

The Need for Technology Education in Classroom

Our education system today supports learning mostly in classroom and from textbooks and depends on the relationship between individual educators and their pupils. The role technology plays in the nation’s classrooms varies dramatically depending on the funding priorities of states, local governments, and schools and individual educators’ understanding of how to leverage it in learning, in meaningful ways.

Meanwhile, many pupils’ love outside school are filled with technology that gives them mobile access to information and resources 24/7, enables them to create multimedia content and share it with the world, and allows them to participate in online social networks and communities where people from all over the world share ideas, collaborate, and learn new things. According to a national survey by the Kaiser Family Foundation, 8-to 18-years –old today devote an average of 7 hours, 38 Minutes To using Entertainment media in a typical day-more than 53 hours a week (Kaiser Family Foundation, 2009). The opportunities, access and information are limitless, borderless, and instantaneous.

Chen, Lambert and Guidry (2010) found that widespread use of the Web and other Internet technologies in postprimary education has exploded in the last 15 years. An increasing focus of this trend is blended learning. So popular has the uptake of blended learning been, that it has been called the “newnormal” in higher education teaching (Norberg, Dziuban, &Moskal, 2011), Blended learning contexts that integrate physical and virtual components are seen as critical strategies for higher education institutions (Cobcroft, Towers, Smith, & Bruns, 2006). This trend has intensified since the publication of a meta-analysis of 50 studies that found that while online students performed a little better than face-to-face students, students in courses that blended online and face-to-face components did much better than a straight online course, with an effect size of +0.35, p <.001 (means et al., 2010). The case for the effectiveness of blended learning devices from the observation that such courses offer students a greater range of affordances that enhance the learning experience beyond that of either online or face-to-face modes alone. Support is offered by Ramsden, (2003) who argued that blended environments increase student choice and this can lead to improved learning. Oliver and Trigwell (2005) also opined that a blended environment may offer experiences that are not available in non-blended environments and that the nature of these different experiences promote learning. while there is evidence to suggest the potential of blended learning, there is also considerable evidence that most blended learning courses fail to fulfill this potential (Driscoll, 2002; Hofmann, 2006).

Technology brings similar opportunities to professionals in many fields. Physicians use mobile internet access devices to download X-rays and test results or to access specialized applications such as medicine dosage calculators. Earthquake geologists install underground sensors along fault lines, monitor them remotely, and tie them into early warning systems that signal the approach of seismic waves. Filmmakers use everyday computers and affordable software for every phase of the filmmaking process-from editing and special effects to music and sound mixing. Technology dominates the workplaces of most professionals and managers in business, where working in distributed teams that need to communicate and collaborate is the norm.

The challenge for our education system is to leverage technology to create relevant learning experiences that mirror students’ daily lives and the reality of their futures. We live in a highly mobile, globally connected society in which young Nigerians will have more jobs and more careers in their lifetimes than their parents. Learning can no longer be confined to the years we spend in school or the hours we spend in the classroom: it must be life-long, and available on demand (Bransford et al., 2006).

Information and Communication Technology and Early Childhood Learning

Information and Communication Technology (ICT) can be defined as “anything which allows us to get information, to communication with each other, or to have an effect on the environment using electronic or digital equipment”. In early childhood care and education (ECCE), the term ICT could include computer hardware and software, digital cameras and video cameras, the Internet, telecommunication tools, programmable toys, and many other devices and resources. We can hardly imagine an education institution today, of any stage, without any presence of ICT. As Nwabuwe and Signer (2014) pointed out, young children today are growing up in a world which not only contains but is also increasingly shape by ICT. More and more children encounter a computer before they go to school, even before they go to preschool. It is then natural to notice that they are exposed to all kinds of impacts of ICTs. Thus, ECCE cannot ignore any of them. It must look for procedures and strategies and how best to engage them so that the learning objectives are achieved in a way closer to 21^st century expectations and requirements.

ICT compliments and extends traditional means of learning; it reflects the real world inside and out. It provides opportunities for developing enquiry, exploration and other children’s interests; it enables children to play roles they see in the adult world; it adds to children’s possibilities for being creative; it can support independent learning; it allows children to record their own personal view of the world; it can provide opportunities for children to play with friends; it helps provide equal opportunities for all children; it supports all areas of learning including communicating, problem solving and developing self esteem.

Effective Implementation of ICT in ECCE Schools

There has to be proper planning which entails estimating the number of pupils that will be in our school system-this means keeping proper records of school age children in different wards, local Government Areas and States. If the number of school on ground is not adequate then preparations have to be made to build new ones and renovate the existing ones instead of having children stay under the trees. Moreover, we must consider the curriculum itself which has to be reviewed so as to cater for the different needs of the people.

The rapid development of technology over the years has provided many new and creative ways for educators to present instructional materials effectively. Recently, those advancements have focused on desktop technology, wireless technology, compute projection systems and physical activity monitoring devices are moving technology into schools. The recent development of active gaming or “exergaming”-using video games that incorporate physical activity (Thompson, 2008) is adding another dimension in the teaching and learning. There are a number of factors that contribute to educators’ decisions about whether to use technology when planning and teaching. This is a key consideration for designing and implementing instruction. Teachers now face a generation of students who have never known life without a computer, video game console, cellular phone or internet access; and that is changing the scope of education dramatically. Appropriate practice in physical education should include activities aligned to student learning expectations and that fit students’ developmental levels, and content aligned to standards. using technology for technology’s sake might not provide relevant instruction experiences for students, since technology is not the curriculum but rather a tool or device to supplement instruction (Nwabuwe and Singer, 2014).

Blended Learning and Teaching in the Classroom

Blended learning has been described as a mode of teaching that eliminates time, place, and situational barriers, whilst enabling high quality interactions between teachers and pupils (Kanuka, Brooks, & Saranchuck, 2009). It echoes the practice of distance education that emphasized flexibility of time, place and pace of student learning. Research suggests that the student experience varies considerably and results in variable learning experiences (Jeffrey, Kinshuk, Atkins, Laurs, & Mann, 2006; Zepke, Leach, & Prebble, 2006), indicating a need to clarify how a blended approach can support learning.

Technology has increased the breadth and depth of access of education. This is significant because it has been a hallmark of Western education that the co-location in time and space of teachers, pupils, and resources is the sine qua non of education. Changing from a classroom-only context to include a major online component requires adjustment for both teachers and pupils (Swenson 7 Redmond, 2009). The speedy adoption of educational technologies is evidence that new forms of teaching and learning are possible. However, shifts of this magnitude need major changes in approach from faculty and administrators in education, especially in higher education, where the lectures still dominate teaching practice.

Just as technology is at the core of virtually every aspect of our daily lives and work, we must leverage it to provide engaging and powerful learning experiences, content, and resources and assessments that measures pupil achievement in more complete, authentic, and meaningful ways. Technology-based learning and assessment systems will be pivotal in improving pupil learning and generating data that can be used to continuously improve the education system at all levels. Technology will help us execute collaborative teaching strategies combine with professional learning that better prepare and enhance educators’ competencies and expertise over the course of their careers. To shorten our learning curve, we can learn from other kinds of enterprises that have used technology to improve outcomes while increasing productivity.

The Need and Uses of ICT in Early Childhood Care and Education

It is hence timely for educators to ponder ways to optimize the wise and critical use of scientific Information and Communication Technology (ICT) to enhance quality educational leadership and promote essential skills for sustainable living with preparedness for disasters even in non-threatening environments. There is an increasing awareness in the advent of digital era that there are wider potentials for learning spaces to serve the new learning paradigm with more collaborative learning activities that could be facilitated within and among educational institutions using inter-organizational Open and Distant Learning (ODL) approaches. The definition of learning space has become broader over the past decade with its design involving long-term building of self-directed /self-accessed activities through e-platforms involving the emerging digital/non-digital learning tools and Open Educational Resources (OERs). Since self-motivated lifelong learners are so tech-savvy, educators need to find alternative strategies to facilitate meaningful learning through blended learning approaches.

Enhancing positive attitude and skills for sustainable living in borderless world Attitudes determine whether we will responde to a given situation positively or negatively, with enthusiasm or reluctance. Attitudes are lasting patterns of beliefs and behavior tendencies toward other people, ideas or objects (Lefton, 2019). Attitudes are important attributes to determine people towards leading successful and sustainable living. Pupils’ attitudes towards leading and motivation to be involved in learning activities with development of skills for sustainable living are interrelated with various internal and external factors. Pupils’ learning is affected by teachers’ instructional practices, attitudes and use of effective pedagogies. Educational researchers revealed that an important contributing factor for pupils’ academic achievement is “teacher competencies,” including cognitive abilities (i.e professional knowledge) and affective-motivational characteristics. The competencies consists of cognitive abilities (professional knowledge) (e.g. Subject matter Knowledge (SMK) and Pedagogical Content knowledge (PCK). The affective-motivational characteristics include professional beliefs, motivation, attitudes, willingness and self-regulation (Baba, 2013). These factors that are supported by affective teaching are the transfer of knowledge integrating human values, to inspire pupils and emulate examples of human values (Jumsai, 2003). For example, the review of studies involving federal, state and local policy on instructional roles as reported by Parahakaran (2013) revealed that teacher-student relationship were impacted by culturally drive values-based water education. Kahn (2008) emphasized the importance of cultural literacy, which is to develop an ecopedagogy, because cultural literacy develops a broader understanding at an anthropological level of meaning about how people live within shared communities (Parahakaran (2013). The cultural literacy aspects related to sustainable education can be elicited from pupils if Open Educational Resource (OER) platforms include elements from pupils’ cultural backgrounds in their educational contexts.

Blended Learning Environment and Sustainable Development

Growth in any nation is very crucial and serious to the fueling and development of any nation. Despite our human, material and natural resources, Nigeria has not been able to achieve significant development. In order to stop rural sluggishness, joblessness, and growing disparities in less developed country like Nigeria where growth is difficult to achieve, libraries is said to have all information needed to develop a country and a nation as a whole. Apart from using digital libraries in enhancing blended learning environment to improve preservation, teaching and learning in the society. Libraries in 21^st century is seen as a learning and knowledge centre for people as well as the intellectual commons for their respective communities, where, to borrow the phrase from the key stone principles, people and ideas and interact both the real, digital and virtual environment to expand learning and facilitate the creation of new knowledge for sustainable development (Lee, 2005).

Blended learning environment facilitates access to information in all spheres of life through ICT facilities to keep abreast of current knowledge that is critical in sustaining national growth of the society. It provides access to information resource and sharing strategies from electronic and digital resources in concert with information as regards society’s wealth and accumulated knowledge for information seekers to discharge their duty to their respective nation. In an environment where information is available via internet in a society, it helps to facilitate the successful participation, cooperation and implementation of all societal activities in different sector of the nation. It can eradicate poverty in any nation, provided the right information is acquired and that is why libraries are critical provider of information which serves as a spring board for innovation and change.

Conclusion

Information Communication Technology are indispensable and have been accepted as part of the contemporary world especially industrialized societies. Through ICTs blended learning has become a key tool that is revolutionizing the instructional process. It involves a blended approach to learning, teacher skills and aptitude of students, teachers and researchers. It effective use enhances students’ ability to identify, search effectively and present specific information in order to build knowledge and develop critical and creative thinking pertinent to their fields of student and pertinent to the development of their nation. Rojkoomar (2010) concluded that there is need for libraries to recognize the changes that have already taken place via ICTs and to be aware of the ways in which broader societal changes are affecting institutions since access to information or knowledge is critical, librarians and archivist must extend services methods and practices, developing innovative approaches to guarantee free and universal relevant information, and to ensure that the worlds’ citizenry have access to the information for development and growth of the society and for participation in this democratic processes via blended learning environment.

Suggestion

Blended learning should be introduced.

• to all schools to facilitate access to information in all spheres of life through ICT.
• it should be introduced in the classroom teaching and learning since it eliminates time and space and situational barriers
• proper implementation of ICT in ECCE school should be put in place.
• Training of (ECCE) teacher should be consistent to enable them have proper knowledge on the use of the ICT instructional materials .

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