Ann Hatherly believes Information and Communication Technology (ICT) has much to offer learning and teaching in early childhood centres around New Zealand. Ann works for CORE Education (www.coreed.net), which is contracted by the Ministry of Education to run a national pilot known as the Early Childhood Education Information and Communication Technology Professional Learning (ECE ICT PL) Programme. The three-year programme involves 60 centres nationwide, who develop their own ICT investigations, access professional development, and disseminate their work. She is the national facilitator. The programme is one of several initiatives to result from Foundations for Discovery (2005), the Ministry of Education's framework for ICT use in early childhood education. It builds on research showing that the biggest impact on effective ICT use is teacher beliefs, confidence, and motivation. It's not about the technology, it's about how you use it, she says. You can have all the ICT tools in the world and it won't make a scrap of difference if you're not prepared to also look at how teaching and learning might need to be changed as a result. So when the ECE ICT PL Programme began, they asked centres to put the ICT to one side while they wrote a vision of what they wanted to develop. Once they had the vision, centres had to come up with a research question, which then framed their ICT investigation. A big part of the first year of the programme was increasing educators' confidence and capability with ICT. This included undertaking workshops in cyber safety, which were an eye opener for many. This early phase was more about the educators' learning than the children's. However, now, almost two years into the programme, the emphasis has shifted. I think we've now got to the point where teaching teams feel they know enough about the 'how to' aspect of ICT and are asking 'so what does this mean for our teaching and children's learning?' Effective ICT professional development is a balancing act between the excitement generated by the resources, and teaching teams really asking the big pedagogical questions. Most centres in the project are using ICT for documentation, for research, for communication, and for children's creativity. Enthusiasm for Web 2.0 tools such as blogging and Skype has grown, as educators have tried them and seen the possibilities. The project has three goals: to build ICT capability for children and educators, and in some cases parents; to transform teaching and learning and build communities of practice that can be sustained; and to enhance learning outcomes for children. Educators have given presentations at conferences about their work, and there are plans for findings to be synthesised and case studies disseminated. Ann Hatherly is in no doubt there have been huge gains from the project. I would say it has made a difference in every centre that's been involved, for many in quite significant ways. She's found that educators of all ages have embraced the professional learning opportunity. …
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