ICT and the greatest technology: A teacher's mind

Abstract

My three years as national team leader of the Early Childhood Education Information and Communication Technology Professional Learning (ECE ICT PL) programme has given me plenty of time to observe and puzzle over the inclusion of Information and Communication Technology (ICT) in programmes for children up to six years old. As we all know, the basic components do not come cheaply. Due to the speed of technological advances and the technical intricacy with which they are made, the average lifespan of most hardware is approximately three years. Equipping a centre with useful ICT requires a very different budgeting mindset than (say) purchasing a set of wooden blocks, which could be expected to last indefinitely and require next to no maintenance. It is important that discussion and debate about the contribution of ICT to teaching and learning is ongoing, and this article is an attempt to foster just that. ICTs do have certain seductive qualities. The resources themselves are visually appealing and clever, and can make us feel about working at the cutting edge of innovation. In the excitement to get on board with new technologies, a considered evaluation of their merits is often overlooked. Many centres appear to be less discerning about the added value of ICT hardware than they would be about similar spending on less glamorous resources. It is worth remembering that many of the advantages attributed to ICTs can also be achieved through other means in a good early childhood programme. For instance, an electronic whiteboard that costs thousands of dollars can be used in a way that serves no greater purpose in terms of learning opportunities for children than a magnetic board story. There are, however, benefits offered by current ICTs that are not so easily replicated through other means. It is for this reason they can no longer be regarded as a luxury accessory, nor can their inclusion in an early childhood programme be left to chance. Their propensity to work well in visual and, increasingly, oral modes makes them particularly well suited--some would say tailor-made--for early childhood settings. Indeed, it is hard to imagine documented learning stories having the same impact without the easily constructed visuals facilitated by digital technologies. Within a curriculum that places high value on responsiveness, the speed with which technology allows us to create and share is ideal for meeting young children's desire for immediacy. Another argument for the inclusion of ICT is that it has the to encourage and support the kinds of activities associated with the new learning emphasis of the 21st century. I say potential because, just as with any equipment, like blocks, books, trolleys or swings, these resources are only as as the teachers who work with them. Put another way, the greatest technology available is the teacher's mind. As technology becomes more accessible, and its communication function expands, increasing numbers of children are coming to centres with their own Internet presence already--photos on Flickr, family YouTube videos and relationships with extended families and friends maintained through blogs and Skype. Yet how much are teachers aware of these funds of knowledge that children bring with them? As each year passes it becomes more important that teachers take time to find out about and engage with children's virtual lives, just as they do with other areas of experience and expertise children bring. The ECE ICT PL programme is an initiative that is funded by the Ministry of Education. It emanates from Foundations for Discovery (Ministry of Education, 2005a), the framework for development of ICT in early childhood settings. Its origins can also be traced to the government's broader Digital Strategy (Ministry of Economic Development, 2004, p. 4), aimed at creating a society where ICT gives everyone the power to create, access, use and share information so that individuals and communities can achieve their full potential. …