104505 COM ICT A4 brochure
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Early childhood centres: plugging into ICT A Manukau perspective gy olo ec hn onsT icati un omm Information and C The Smart Manukau ICT Project Introduction This project arose out of Manukau City At the same time, COMET agreed to Goal 2: That every early This document has been prepared as COMET would like to acknowledge Council’s Smart Manukau strategy. support a pilot project with Bairds and childhood centre in Manukau a resource for early childhood centres the support of all the early childhood The City of Manukau Education Trust Yendarra Kindergartens, through the to use to support the achievement of centres who responded to the survey. will have a computer for (COMET) was invited to develop a Auckland Kindergarten Association, to these goals over the next 12 months. I would also like to thank Andy community project for building ICT skills model the ways in which ICT could be office use and a computer It summarises the research findings Williamson and Ruth de Souza of that involved young children and their used to build family and community for teaching purposes by from the asset stock take and the Wairua Consulting; Ben Thomas; the families. COMET commissioned an engagement in learning, to develop December 2006. learnings from the Bairds and Yendarra members of the advisory group (Naomi asset stocktaking of the ICT resources community skills in ICT, and to connect Kindergarten pilot. Tutini of the Ministry of Education and that exist in Manukau’s early childhood to community resources. The Goal 3: That every early Mihi Toki, Karen Matata, Wendy Grey, centres. A survey was conducted in May kindergartens reported their findings childhood centre in Manukau Rhonda Barrett, Fou Alene, Michelle and June, 2005, and a report was in September 2005. will be broadband (high-speed Godsiff, Michelle Mildon and Terri presented to the participating centres Thorpe); Linda Flavell, Elise Tere, Bianca An Advisory Group of centre managers internet) connected by in early July. A copy of the report was Harper and Kerry Ross of the Auckland given to Council and is available on and teachers was established. The group December 2006. Kindergarten Association; Filemoni COMET’s website (www.comet.org.nz). helped to identify four key goals to meet Timoteo and Hanna Frederick of the recommendations of the report: Goal 4: That every early The findings of the report suggested Manukau City Council. And finally that the early childhood sector required childhood centre in Manukau thanks to Kate Sutton for facilitating better and more strategic funding for Goal 1: That every early will have professional the project. ICT. It also showed how useful ICT could childhood centre in Manukau development to use ICT by Bernardine Vester be for supporting children’s learning. have a digital camera and a December 2006. CHIEF EXECUTIVE printer by December 2006 November 2005 • Documenting children’s learning is Strategic Goals What Is ICT? How does ICT for early childhood Information Communication improve the vital to quality ECE according to the principles for learning assessment defined in Te Whaariki, the Ministry 1 education Technology (ICT) is defined in the education sector as quality of of Education’s Early Childhood children’s Education curriculum. This allows the child to reflect on their The overall goal of the “anything which allows us to get Ministry of Education’s information, to communicate with learning? experiences with family. each other, or to have an effect on • 90% of early childhood education early childhood education ICT is the best means of the environment using electronic or providers in Manukau City produce strategic plan, Pathways documenting learning digital equipment.” written records of children’s learning to the Future: Nga Huarahi The Bairds and Yendarra Kindergartens using ICT, but fewer have the Arataki, is that all children In early childhood education, ICT have quickly adopted an array of resources to follow the examples at could include computer hardware the pilot kindergartens. develop strong learning ICT resources to document children’s and software. In the last few years, learning during the Smart Manukau foundations. Its strategic the use of other forms of ICT has ICT project. Children’s learning from Children use ICT for goals are: become more prevalent, including: interactive learning day to day is recorded through learning • Increasing participation in quality digital cameras, digital video, closed stories which describe what each child Yendarra children Hoki and William ECE services circuit television, video-conferencing, has done in the words of their teachers, didn’t know each other well, but when • Improving quality and electronic musical instruments. or the child him or herself. William saw Hoki struggling with the • Promoting collaborative relationships ICT use in early childhood education ‘Robots’ game on the centre’s computer, With the addition a digital camera, (ECE) does not just mean children he knew what to do. William “took on How does ICT support images of the children learning can using computers. It is about children, the role of a teacher,” said head these goals? be used as a reference for teachers, educators, parents, and families and teacher Linda Flavell. He told Hoki parents and pupils. Pictures of learning This document is about ways of whanau using information and where to move the mouse to click it, are communicated to parents in a connecting communities and families recording learning experiences to remembering when he had played the number of ways. Often learning stories to learning through ICT. achieve the strategic goals of ECE game. Hoki, who had not built many and children’s portfolios are printed out in Manukau. relationships at the centre, took his for families on each kindergarten’s advice and achieved the desired result. laser printer. Increasingly, early childhood educators Recently, however the kindergartens are using interactive ICT, like digital are working with multi-media, creating cameras and computers, directly with slide-shows of the week’s work, and a children. Educationalists agree that the DVD of a class trip – even a digital learning of infants, toddlers and young video film showing the Bairds children’s children is strengthened when children progress with ICT. Yendarra has a high- are able to be active learners. speed Internet connection and so can email pictures to some parents. ICT can support children ICT promotes collaboration ICT in ECE can help redress ICT promotes collaboration How does ICT 2 from Manukau’s diverse backgrounds help people to between parents and the community societal inequalities At the Otara Library’s ICT workshop , among teachers and other educationalists It can be used as a way of bringing children’s home culture and experiences work together? When Yendarra and Bairds decided to take part in the Smart Manukau ICT the parents were shown how to set up free email accounts. From these ICT can make available valuable professional development resources for into the early childhood education centre. ICT helps ECE centres and the Project, they held a held a workshop accounts they wrote email messages, teachers. It can be used to: community work together for parents to involve them in their some for the first time, to their children • Half of Manukau ECE providers use children’s ICT learning, at the Otara at the kindergarten. They then returned • search for learning resources; ICT to support a language or cultural Since beginning its ICT project, • seek out new ideas and inspiration; Library. Library staff showed parents to the Yendarra Kindergarten, where aspect of their curriculum, and over Yendarra and Bairds Kindergartens and how to use its on-line database and they opened the emails with their half of Pasifika providers. 72% of have become something of a focal • obtain language-based and cultural to browse the Internet. children and read them together. Kohanga Reo and other Maori EC point for the community, including learning resources. groups use ICT for these purposes, parents, to use ICT. Yendarra provides While around half of parents were • Where a family doesn’t have access predominantly through language- printing for digital pictures and the already library users with their children, to ICT in its home, being able to Computers also make it easier based resources. children’s learning stories. Linda Flavell very few had used the library’s access it through the early childhood for centres to meet the Ministry • Some centres are using ICT to says that more families stay during electronic resources before. They are centre, as a community focus point, of Education’s record-keeping develop language-specific sessions, to use the computers and now equipped to get better value from becomes more important. requirements, reducing paperwork. documentation, such as translating printers with their children. the full range of services the library has • Whether children have access to ICT songs into a child’s native language. to offer. Parents who were not previous in New Zealand is tied up closely Three quarters of the families at members have had the opportunity to with their family’s income. ICT helps teachers’ professional Yendarra do not have the Internet at build a relationship with the library and Households in some areas of development home. One of the families at the centre its staff. Manukau are less likely to have has used the broadband Internet Internet access at home. In the 2001 • Educators can also use ICT to access connection to establish an e-link with Census, 50% of people owning their professional learning and networks, relatives in Tonga. own homes had Internet access as and for accessing and sharing Bairds and Yendarra Kindergartens opposed to only 11% who were resources and information. loan out their digital camera for families living in state or local authority • Recording children’s learning also to record special events in their rental housing. provides opportunities for communities or with their whanau. • Providing children at all levels with professional development, since the Children are given the camera overnight, access to computers has wider teaching process is also recorded. and so families become involved in their societal benefits. Government • ICT can improve the use of data and learning at home. research has established that the reduce the workload associated with groups least likely to have access to paper-based collection and • Almost all ECE providers in Manukau ICT in their lives include Pasifika, low management of data. use ICT to communicate with income families and single-parents parents, whanau and the community. (Ministry of Economic Development, Slightly over half use ICT to 1999), many of whom are document the views of parents and represented in Manukau City. whanau on their children’s progress. Figure 1: Range of ICTs in use at centres. Smart Manukau What types of goals for ICT ICT are currently 98% 98% 3 use in Manukau’s being used in 100% 90% 89% 88% ECE sector Manukau’s ECE 80% 71 % 70% 67% Goal 1: That every early centres? 70% 65 % 60% 52 % 51 % childhood centre in Manukau Types of ICT used 50% has a digital camera and a 40% Almost all ECE providers in Manukau 28 % 29 % printer by December 2006. 30% use ICT of some sort. The most Goal 2: That every early common forms of ICT are telephones 20% childhood centre in Manukau and computers. Each of these were 10% reported to be in use by 98% of 0% City will have a computer for C o m p u ter Dig ital s till c am era DV D p layer Em ail Fax m ac h ine I n tern et P h o to c o p ier S c a n n er Telep h o n e Telev is io n V id eo c am era V id eo rec o rd er survey respondents. office use and a computer for teaching purposes by The use of digital cameras was December 2006. significantly high at 71%. Computer-based centre management Goal 3: That every early systems are used at 59% of centres. childhood centre in We did not ask how old the Manukau City will be equipment was. broadband (high-speed internet) connected As mentioned on page 4, ECE but their families who may not have Over the page we show what kind of by December 2006. providers often face the barriers any other links to certain types equipment is available in different to using ICT that reflect those of the of information and communication kinds of early childhood providers. communities they serve. That’s why technology, such as the Internet extra ICT resources can help not just or computers. the children who attend an ECE centre, 4 Table 1: ICT usage by service type. Education & Pacific Islands Te Kohanga Type of ICT care centre Home-based Kindergarten EC group Play centre Reo/Maori EC group Computer 100% 100% 100% 96% 0% 100% Digital still camera 72% 100% 94% 58% 0% 67% DVD player 44% 0% 17% 23% 0% 28% Email 52% 100% 67% 69% 0% 94% Fax machine 80% 100% 100% 88% 0% 94% Internet 52% 100% 61% 69% 0% 94% Photocopier 84% 100% 100% 88% 0% 83% Scanner 44% 0% 56% 42% 0% 78% Telephone 92% 100% 100% 100% 100% 100% Television 68% 0% 44% 69% 0% 83% Video camera 28% 0% 28% 23% 0% 44% Video recorder 48% 0% 22% 62% 0% 72% The teachers at Yendarra and Bairds The children can write their own The digital camera also allows students A student at Bairds Kindergarten, ICT case study - use the digital camera to record learning stories to describe what they to self-direct the type of things they who had been identified as shy, digital cameras children’s learning visually. The pictures of children learning, playing, and doing are seeing themselves do on screen or in photos. The digital camera is a want to learn about. Head teacher Linda Flavell says she was intrigued that when started to share more with her teacher, Elise, after she was asked to create a Digital cameras are an increasingly activities are then incorporated into springboard into other ICT use. Taine the children were given the freedom book of photographs of her pets which important part of children’s learning in learning stories, where the teacher can was photographed showing other to photograph whatever they wanted, she took at home with the school’s early childhood. Educationalists say describe what the child is doing for children how to use the “Kid-Pix” what they found most interesting was digital camera. Now she is working they are the ‘killer’ ICT application future assessment. graphics program on the kindergarten’s themselves and each other. on a book for pictures of family available in the sector, because they computer. He could then manipulate and friends. can be used to contribute to each This could be as simple as a the image to insert text directly onto Bairds Kindergarten encourages learning one of its identified goals, both photograph of the child drawing. Or it the picture to describe what was outside the centre by having the educationally and in the community. could be more sophisticated; Bairds happening as it was taken. children take the digital camera home Kindergarten took pictures of their field to identify children’s interests or pursue The Smart Manukau ICT Project trip to the ‘Body Odyssey’ exhibition at areas of learning started at the centre. allowed Yendarra and Bairds the Pacific Events Centre and later Kindergartens to each purchase new created a slide-show of the visit and a digital cameras. DVD for parents. In the Community access to photographic technology Digital cameras can be used to Digital cameras have helped strengthen the kindergartens’ ties with the families (digital or film) in their homes. It is enabling them to take part in much more interactive ICT use. record children in the act of learning. Teachers and children can each write accompanying narratives to go in 5 of children. The visual learning records their portfolios. have made their children’s education In Manukau… more accessible to parents. Digital images can also capture the • 71% of the ECE providers in objects which are being learned about. Yendarra produces a slide-show of Manukau have a digital camera. digital images taken during the week, Every centre that owns a digital Digital images add value to the ECE which it projects onto the screen at camera also has at least one provider’s communication with its the end of the day. Head teacher computer. community. Linda Flavell says that some parents • 66% of ECE providers document who used to wait outside, and were children’s learning through digital Digital images can be used to relate shy when they came into the centre to photographs. children’s learning to parents who collect their children, now come in to • In 31% of centres, children are using may otherwise struggle to follow see the slide show. the digital cameras to take pictures their progress because of language themselves. (This is more common difficulties. One example of this Flavell says that since pictures of is in a multi-cultural community. where the centre has more than students were put on their portfolios, the one camera.) number of times parents are accessing Photos can explain where words may • 90% of centres still produce written their children’s portfolios has increased. not. Visual records can overcome records of student’s development; language barriers within the It’s not just that the parents are more however, actually presenting images kindergarten, and encourage cross- curious about seeing their children’s of children actively participating in cultural interaction between children. work when it’s that much more learning has benefits for parents and immediate, she says – children are whanau, and encourages them to Digital images allow children to re-visit, more eager to show them. get involved. and so reinforce, their activities. • Only 40% of Pasifika providers have Bairds Kindergarten loans out its digital cameras to document Children are very keen to have their digital camera to parents if there is a children’s learning (as compared accomplishments recorded. special family event they wish to with 63% of Kohanga Reo, 76% of Where cameras can be taken home, capture on film, and the kindergarten education and care centres, and they extend children’s learning beyond provides its facilities for printing and 94% of kindergartens). the centre and build stronger processing the pictures they have connections with parents and whanau, taken. Very few of the families in who may not have these resources Yendarra’s or Bairds’ communities have themselves. Figure 2: Number of If all centres could have dedicated Case study - 6 Computers and computers at ECE centres. computers for learning purposes, they would be able to get greater benefits from ICT. Table 2: Computer ownership by type of service. Children per computer Number of computers the Internet Type of service Mean Median Mean Median This doesn’t take into account Computers are the most used Te Kohanga Reo/ ICT resource among Manukau ECE other costs related to ICT use. Maori EC group 12 11 2.8 2.0 providers, along with telephones. Another barrier to using Pacific Islands EC group 14 16 5.6 2.0 98% of centres have at least one computers more is the cost of the Kindergarten 37 30 2.8 3.0 Education & care centre 29 25 3.0 3.0 computer. However, despite the consumables for making learning benefits of using computers directly resources. That is, the cost of in children’s learning, the single most printer paper for newsletters and common use of computers in ECE is Internet Access Around three-quarters of early childhood for administration. We did not ask learning records, ink for printers centres education providers in Manukau The Internet has become an important how old the computers were. (particularly colour cartridges for have Internet access. The majority One computer capturing children’s photographs) tool for teachers to acquire new access the Internet through a dial-up 76% of providers use computers to resources, and is increasingly important Two computers and laminating learning stories. for peer networking and professional connection (47% of all providers). Only keep records of children for internal around one in six providers use use or to satisfy Ministry of Education Three computers development. broadband Internet connections. requirements. The Ministry of Education has already Four of five computers A broadband Internet connection Only 34% of providers directly interact identified broadband (high speed) Six or more computers Internet access as an educational can help providers achieve with children using computers. One reason given for this is that the lack of priority for children. The Ministry has outcomes in each of the strategic computers means it is difficult if not No computers dedicated $48.3 million to extend areas of early childhood education. impossible to schedule one on one or broadband access to every primary and secondary school in the country. Centres in Manukau use the small group time on the computer for This problem is associated with the Internet to improve the quality children and teachers. Fewer than half cost of computer equipment. 58% of The early childhood education sector of ECE provision through of centres have computers in areas providers identified cost as the biggest is not centrally planned like the later professional development of that are used by children (43% have problem associated with computer use stages of schooling, and so government teachers: computers in both the children’s area in ECE, and 67% reported money as a will not centrally fund all ECE providers and in either a teaching only or reason which prevented them from • 64% use it to search for directly. The government has announced administration only area). making greater use of ICT. learning resources. a contestable fund for ICT in early • 58% use it to find about a childhood education. Because ECE specific topic. centres are run autonomously, by their • 52% use it to seek out new ideas communities, the communities have to and inspiration. lead the call for funding in their areas. • The Internet is used as a resource to obtain language-based and cultural learning resources. The Internet is used to directly At the same time as beginning the In the same way that children and their The majority of ECE providers in Staff need to be support children’s learning: • Children at 17% of centres use the confident users of Smart Manukau ICT Project, staff at Yendarra and Bairds took part in professional development with Ian families have different backgrounds in ICT, so do early childhood educators. Linda Flavell said that previously Manukau have to rely on their staff’s knowledge of computers from outside their education work-life, or on 7 Internet to research a subject. • Children at 7% of centres write and ICT themselves Newson, a computer consultant (from teachers at Yendarra and Bairds had volunteers from the community. There the Auckland Kindergarten Association). developed their ICT skills and methods is no way of making sure the standards send e-mails. Goal 4: Every early childhood This didn’t just mean they were more for documenting children’s learning of knowledge the centres are getting • Internet use is seen as a natural teacher in Manukau will have comfortable using their new ICT, but in an ad hoc way. Much had to be this way are comparable. Fewer than progression from using digital professional development to that they discovered how to use accomplished through trial and error, or a third of providers have support cameras and other ICT. Children can send pictures to whanau. use ICT by December 2006. resources they already had. Yendarra by picking the brains of their colleagues. contracts in place. Kindergarten produced a learning Staff have to be confident users and Elise, a head teacher at Bairds While most centres are using ICT to movie, ‘Fireman George’, starring the Providers are also using learners, in order to be able to harness Kindergarten, didn’t have any experience some extent to support children’s centre’s children, which it made with the Internet to increase the full potential of ICT. using ICT herself, and was nervous learning, far fewer have formal training software that had been sitting unused collaboration within the about the ICT Project. “No doubt we will programmes for their staff. 58% of ICT is not an end in itself. It has to be on their old computer (and with their ECE sector: experience moments of frustration, providers rely at least in part on staff used appropriately in order to provide new digital camera). • 55% use it to communicate with however the benefits we will experience being responsible for their own benefits for the early childhood professional organisations and as a community of learners will be learning. For 38% of providers this is education sector. Research indicates colleagues. priceless,” she said at the time. Now the only training. that developing professional capacity is • 49% use it for their own learning. she is confidently showing students and the most important factor in improving • 43% use it to find out about courses parents how to use the kindergarten’s ICT use in early childhood education. and conferences. ICT resources. The Internet can increase the Only one in every 30 early childhood collaboration between ECE education providers in Manukau City centres and their communities: think they are using ICT enough. Money Teachers report using the Internet to is the single most cited impediment to explore the different languages and wider, and better, use but close behind cultures among their children, to are a cluster of barriers which relate to increase knowledge about the range of staff’s ability to use ICT with confidence. cultural groups at centres. When Manukau ECE providers were Figure 3: Provision of staff training (percentages). 8 asked to identify any problems associated with using computers… 70% • 53% suggested not having enough 58% knowledge about computers. 60% • 45% said they faced problems with the related issue of lacking 50% confidence in using computers. 40% 35 % • 30% struggled with a lack of 30% technical support, 29% with a lack of 30% training resources, and 21% with the general unreliability of computers 20% 16 % (which, again, is a support issue). • Among private providers, lack of 10% support and training in ICT were the 1% 0% biggest barriers to greater ICT use. 0% External Internal One on one Own learning Don't k now No training • Over half (56%) of providers said patchy knowledge about ICT was preventing them from using it more. 38% said they would be using ICT more but for lack of training. • Pasifika providers are more likely to be dependent on their teachers’ own learning. 68% of Pacific Islands early childhood centres use this method and 64% rely solely on it. Table 3: Percentage of services relying solely on their staff’s own learning. Service type External Internal One on one Own learning Don’t know No training 9 Education & care centre 32% 20% 24% 76% 0% 0% Home-based 0% 100% 0% 100% 0% 0% Kindergarten 61% 33% 17% 50% 0% 0% Pacific Islands EC group 20% 12% 12% 68% 4% 0% Play centre 0% 0% 0% 100% 0% 0% Te Kohanga Reo/Maori EC group 37% 63% 11% 26% 0% 0% stimulate a conversation about how ICT suggestions about where centres might Conclusion can be used in your centre; or use it to be able to apply for funds to support an apply for funds. ICT development plan. This document is intended for centre committees, management groups or It is very apparent to the project For more information about the Ministry owners to use in discussing their Advisory Group that the use of ICT in of Education’s ICT strategic plan for budgets and ICT needs. early childhood centres and in the early childhood education, go to community can only be useful if staff http://www.ecd.govt.nz/ict.html. The document can also be used to are themselves confident in its use. Copies of the plan, called Foundations support a centre’s funding applications Participation in professional for Discovery, have been distributed to for assets or consumables; or for development, therefore, is critical to the all centres. Hard copies are available promoting the use of ICT among staff, success of any centre’s ICT development from: parents, or managers. It is intended to plan. COMET is working with the support your arguments about why the Learning Media, Ministry of Education Ministry of Education and others to purchase of ICT assets or computer Publications Customer Services ensure that Goal 4 can be delivered in consumables adds value to learning for Phone: 0800 800 565 (8am to 5pm the next 12 months. young children. weekdays), Fax: 0800 800 570, We thought it might be useful to help Email: firstname.lastname@example.org This document is accompanied by a centres to identify what costs might be brochure for use with parents to explain involved in order to make a funding how ICT can be used to support learning application for assets. A sample funding in your centre. We hope anyone application letter can be found on our associated with early childhood centres website at www.comet.org.nz/advocacy/ in Manukau will be able to use either earlychildhood. The page also has some this document or the brochure to City of Manukau Education Trust (COMET) Private Bag 94006, Manukau City Phone 09 968 8773 www.comet.org.nz This document was produced with Photos by Melissa Gardi. support from the Manukau City Council Thanks to Naomi Iotua, Tuaula Asiata, as part of the Smart Manukau Strategy. Taraani Dean, Glenis Harrison and their families.