Key Issues in the use of ICT in Early Childhood Education (over 1,000 LinkedIn views!!)

Accredited Online professional development for teachers - ICT Teaching Strategies

By Michael Hilkemeijer

When using ICT in Early Childhood Education there are a number of key issues that need to be addressed. Many of these are beyond the reach of an early learning practitioner such as yourself whilst others are achievable given the time. In the early learning setting, children begin to learn about the ICT around them and start to make critical choices in their decisions. It is the start of their journey towards ICT capability.



ICT in Early Childhood Education



The Issue you face

Teacher ICT capability (Hilton et al., 2014) is one of the key issues that early learning practitioners can learn to overcome by investing time in the appropriate training. The first step for you as a teacher is to develop your potential in ICT capability (UNESCO, 2010). As you will be able to see there are other issues related to the availability of ICT. However, none of this matters unless you achieve this goal.

As an early childhood educator, it is vital that you understand that the level of ICT capability a child develops is limited to the level of capabilities that you have in ICT. The important thing to remember though is that you don’t have to know everything. In fact, it is better that you don’t as you can then model alongside children how to learn about and with ICT, and this shows them how to be a lifelong learner.


Other topics in Early Childhood Education include:



How to develop your potential in ICT capability as an Early Childhood Educator?

Follow these steps in order to ensure that you are on the right path. Let’s get started.


Step 1. Familiarise yourself with the Government’s requirements

  • Provide children with access to a range of technologies
  • Integrate technologies into children’s play experiences and projects
  • Teach skills and techniques and encourage children to use technologies to explore
  • new information and represent their ideas
  • Encourage collaborative learning about and through technologies between children, and children and educators

ICT capability needs to take account of the types of tasks that provide authentic contexts for learning. The range of tasks is categorised into three sets: Investigating with ICT, Communicating with ICT and Creating with ICT.

Students also need the knowledge and skills to use ICT based on an understanding of the ‘nature of the machine’. This is encompassed in the Managing and operating ICT element of the continuum.


Step 2. Develop your competency in ICT

You can achieve this in several ways. First, you can look for high quality sources of information and study them.  Yes, this will cost you time, however, if they have deliver practical and immediately actionable advice on how to proceed it is worth the time doing so. Secondly, you also need to look for examples of good practice.

Before you begin to promote professional development in ICT to your staff, you first need to consider your own training needs. Today, you would be surprised just how beneficial accredited online courses can be to your early learning centre. Research has shown (Ministry of Education, 2004) that one of the conditions for the effective professional development in ICT for Early Childhood Educators is to have it take place in the working classroom. Online course allows you to learn anytime, anyplace and anywhere and most like face-to-face workshops, they are really only as good when you employ the strategies it introduces to you and you come back to reflect on them.


Early Childhood Education online course

Your online professional development should also:

  • Involve small group collaborations between teachers and be linked to educational theory.
  • Be aligned with the Australian Professional Standards for Teachers.
  • Provide opportunities to experiment and reflect on these;
  • Involve learning ICT integration skills and;
  • Build on your knowledge and understanding of ICT integration practices.


Key issues in using ICT in Early Childhood Education
  • Harmful physical effects due to prolonged computer use;
  • Negative impacts on social development;
  • Educational concerns such as interference of cognitive development;
  • Exposure to inappropriate content and;
  • Concerns that computer use may displace other learning and play activities;
  • Teacher’s personal skills and abilities in ICT;
  • Availability of ICT in the classroom;
  • The ICT support provided such as maintenance and training;
  • Cohort of children and their access and prior experiences with ICT;
  • Wider influences such as education authority policies and government funding.


Step 3. Classify your position

In order for you to achieve this, you need to ask yourself the following questions:

  • Who is the initiator of this process and why?
  • What are your goals? Which curriculum do you prefer?
  • Which categories of ICT do you use – do you use only one or two technologies (e.g. computer and digital camera, computer and educational software, floor turtle or so)? Do you realize that ICT is a broad concept, which gives us many different possibilities and opportunities for new experience for complex development of your children?
  • How do you use these ICTs to support learning and play processes – do you use ICT as an additional and optional entertainment for children or do you integrate it in your planned process as a tool for achieving your goals?
  • What kind of teachers do you have at your disposal, what level of ICT competency do they have, what is your level? How many of them and to what extent are they prepared and motivated to learn, discuss, discover, and innovate – are you able to create the atmosphere of the learning community in your centre?
  • Who will support you – budgetary or parental assistance, support from education authorities, government ICT policy, etc.?
  • What does your centre use the ICT technologies for (apart from administration) – mainly for and with children to support their learning processes or to support the children with special educational needs, to develop and plan activities, to analyse, to create e-portfolios of the children, to communicate with parents?
  • How do you analyse, evaluate and further project this process – how much attention do you pay to the reflection of your situation, to the reflection of the development of your pupils in the context of using ICT, in the context of their development in social, physical, intellectual, creative and emotional domains, which instruments (internal or external) do you use?

(UNESCO Institute for Information Technologies in Education, 2018)


ICT in Early Childhood Education

Step 4. Set your goals

Keep your goals and strategies simple and flexible. Remember to think about the areas of learning, play and development and how to support their development with ICT.

Step 5. Promote online professional development in ICT to your staff

As with your own professional development, evaluate the actual level of teacher competency in ICT of your staff. Then in the context of Early Childhood Education, look for programmes that develop teacher ICT capability such as:

(UNESCO Institute for Information Technologies in Education, 2018)


Step 6. Integrate ICT and observe and reflect on its use

Begin ICT integration using simple activities and then when you are more confident, increase your range of ICT activities for the students.

During this time, observe and monitor their use of ICT in the classroom. Reflect on your teaching and learning of ICT by using a set of questions to evaluate the learning experiences for children.


Final Note

Before you consider any of the other key issues in relation to ICT in Early Childhood Education you must take a good look at your own capabilities in ICT. This does build the foundation for you to overcome the other issues as it prepares you and your colleagues first with strategic knowledge and expertise in ICT integration. After all, there is no point buying and filling up the learning environment with ICT equipment if no one knows how to use it. Remember, you don’t have to know everything. You can demonstrate how to be a lifelong learner to children too. And being an ICT capable educator really means developing understanding and judgement about how to use those ICT skills appropriately. Just like the children themselves!



Completing this course will contribute to 5 hours of PD addressing 2.6.2, 3.2.2 and 5.1.2 of Australian Professional Standards for Teachers towards maintaining Proficient teacher Accreditation in ACT, NSW, Vic and Qld.

Teacher Quality Institute accredited online course in Early Childhood Education

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