Effective Learning in Early Childhood Education?
The Impact of the ECE ICT PL Programme: A Synthesis Report

Publication Details

This report provides an overview of the impact of the Early Childhood Education Information and Communication Technologies Professional Learning (ECE ICT PL) programme, 2006–2009.

Author(s): Ann Hatherly, Dr Vince Ham and Laura Evans, Report for the Ministry of Education.

Date Published: August 2010

Please consider the environment before printing the contents of this report. This report is available as a download (please refer to the 'Downloads/Links' inset box, top right).
For further publications that relate to this topic, and may be of interest, please refer to the 'Related Publications' inset box, right. Please consider the environment before printing the contents of this report.

Recommendations from Services

Services were asked to provide recommendations for others embarking on a similar journey of exploration involving ICT for teaching and learning. The following represents the frequently mentioned suggestions.

  • Being a ‘techie’ type of person is not as important as having a willingness to learn new things, do things in a different way, give things a go and have fun.
  • A team-wide commitment is necessary to ensure an ICT-rich culture is supported in any educational context.
  • It is easy to get distracted by the big, bright and shiny world of digital tools. Consider carefully whether they will all add depth to learning experiences or will be merely a novelty.
  • Planned and strategic induction procedures for new teachers to climb on board will ensure the culture is not lost.
  • Discuss changes with the service community to ensure greater participation and support for innovation and change.
  • Ensure cybersafety education for all teachers goes hand-in-hand with the exploration of technology.
  • Role model cybersafety practices, advocate for cyber-citizenship and keep parents informed about how cybersafety is addressed.
  • Participating in the development of policies and procedures around cybersafety will help teachers/adults to clarify their understandings of areas of potential concern.
  • Be prepared to learn from children.
  • Adopt a buddy system within staff to build ICT capability.
  • Ensure that there is strategic planning to address funding for ICT equipment, maintenance and upgrading as well as teacher professional development.
  • Take change slowly so that whatever is begun is sustainable.
  • If considering blogs or e-portfolios, be prepared to trial these first for manageability – with teachers and/or with a small group of children.

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