ECE ICT Professional Learning Programme

The ECE ICT (Information Communication Technology) pilot Professional Learning (PL) programme started in 2006 and ends in December 2009. The programme is designed to explore the benefits to teaching and learning of using ICT in an early childhood setting.

An evaluation report from midway through the programme is now available on Education Counts. The purpose of the evaluation was to assess whether and how the design and implementation of the ECE ICT PL Programme was meeting the intended outcomes of the programme, midway through.

The programme aims include:

• increasing ICT capability (including the use of ICT in teaching and learning; and administration and management in ECE services)
• sustaining ICT capability via the use of collaborative networks and the development of a culture for sustained change and innovation within the ECE services’ teaching and learning practice
• transforming pedagogical practice (linked to ICT) leading to an enhanced community of practice
• enhancing learning outcomes for children.

Over sixty services are involved in the programme comprising kindergartens, education and care centres (one hospital-based) and playcentres. The services have been grouped into six regional clusters, a facilitator working with each cluster to deliver the PL programme. The clusters are based in:

• Auckland/Northland x 2; (including one service on Great Barrier Island)
• Central North Island
• Wellington
• Napier
• Canterbury/Nelson
• Dunedin/Invercargill

The programme outcomes are achieved through:

• Individual service visits by facilitators
• Regional cluster meetings and workshops
• Virtual communications
• Ongoing access to an online environment providing targeted discussion, information; workshops; and professional networking opportunities
• Action research undertaken by each service.

Results to date

General
Many services are now on their second or third cycles of action research and facilitators are noticing greater depth to their investigations. Teachers have become more reflective and inquisitive, and their evidence-gathering has resulted in a change in practice.

ICT in ECE services
The ways in which ICT is being used are continually expanding. Some examples follow:

• Using the online communication tool Skype
• Using cameras to record, create a record of process, and revisit and build
• Creating digital stories
• Encouraging children to use cameras
• Creating video/DVD of children’s learning episodes and events at the centre
• Developing presentations in Powerpoint and Keynote.

Improvements in teacher ICT capability
Greater exposure to ICT has increased teachers confidence in its use. They are more capable of problem-solving when faced with technical difficulties, actively seek hardware and software, and are becoming more discerning when considering equipment and new initiatives.

Improvements to pedagogy
The use of equipment by children continues to grow, but is determined by the quality of adult interactions. Thus, teachers are paying more attention to how they interact with children and how they convey knowledge and information (pedagogy) to children and to each other. Teachers are much more proficient at passing on knowledge through presentations to each other and to the wider community.

Impact of ICT on children’s learning
Patterns of learning have been noted by facilitators. These include:

• the learning that goes with children teaching each other, e.g. perseverance and anticipating another’s needs
• learning about the function of equipment and the purposes for which these can be used, e.g. asking to email pictures home
• having opportunities to be playful with ideas and design, e.g. taking photos
• children creating and producing their own stories
• using the Internet for research.

Trends

• many centres are using blogging as a way to extend the communication with families
• teachers are beginning to see action research as a way to trial and tweak a practice, are becoming more open to innovation and are more confident to act reflectively
• teaching teams are becoming more aware and astute at describing the learning for children.