Personalised Learning and The Effective Use Of ICT in the Early Years
Diane Rickard, Shona Brooks.
This is a programme at a school in Victoria Australia.
Open Plan School. Breakout showed children in the 5-6 year old class.
70% English second language.
This Discovery Time Programme creates “Learners for the 21st century”.
Collaboration and self directed learning..
Discovery through ICT.
The school has own radio/ TV studio/ outdoor learning area/ lab / media experences, etc
ICT is embedded into all curriculum areas. Children have choice/ inquiry based/ personalised learning.
Reality Learning. / Project / Play based learning environment.
Discovery Programme= 4 days per week/ 2 hours per day.
Classroom has areas for : water experiences/writing/make believe/music/ science/baking/maths experiences/construction/ outdoor learning/ cubby house/ easels/ puppet theatre/ reading area with “reading rocket”
Children learn to socialise, be creative, inventive, work through a design process.
Opportunities for rich oral language experiences.
Activities are owned by the child/ teachers are there just to assist/ scaffold learning/ extend and intervene if necessary.
Children have a planning book. Each day they must draw or write the stages of their planned activity before they are permitted to begin.
Classroom is exceptionally well resourced with everything needed by children- school seeks sponsorship form community.
ICT = is a PRIORITY. Children learn to independently use easi speak microphones, ipads, ipods, mini laptops, digital cameras. Learn to recharge batteries themselves as necessary.
Very quickly learn safe and appropriate use. Classroom has touch keypads/ interactive whiteboards/range of computer programmes. Parents enjoy coming to help and facilitate learning.
Discovery Time Model:
Share time- “show and tell”. (15 minutes) Children take turns to have something to share- extends ideas for others. E.g. child brings watch to school- opportunity to talk about the children’s knowledge of time. Discuss laptops- how to use the mouse etc.
Tuning In- modelling time e.g. What do we need to do to make a poster. (teaching of skills)

Children draw in their planning book- need to show and articulate before going to the chosen learning/ investigating activity.
Children share how they did their project. Reflection time: rate with smiley faces how they felt about their achievement.
Each child has a turn to be the reporter:- roams around with clip board/ easi speak microphone/ video/ digital camera- interviewing/ recording what is being done/ reports back to group about what has been observed (even if not able to write, can draw/ record/ .Four reporters per session.
As children become more familiar with programme- activities last longer than one session. Continue to plan in planning book each day before activity is undertaken. If child changes activity during session- must go to planning book first.
Teachers discuss with each child about their activities= assessment.
Rest of day is used for other curriculum areas- maths/ reading/ writing/ PE/ Health.
Each year starts with 2 week unit- “Valuable Habits”
Further up school- programme develops in to Inquiry Learning Group Activities. Example shown was how to decorate the walls in the bathroom area. Children worked in groups to find out about what people liked/ colours/ design preferences etc. They then received instruction from painters and were given responsibility to design and paint murals on walls.