Early Childhood Educator Professional Development

Teaching strategies in Early Childhood: Optimise Technology in Learning and Play

  • Price: $95 AUD

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Course Facilitator: Michael Hilkemeijer (read my profile)


Technology is becoming more embedded and ubiquitous in the environment around children and they are having a profound effect on their lives and on the lives of the people who surround them.

As a consequence, technology is being 'taken for granted'.

Exposure to ICT/technologies is not in itself to ensure that learning and development occurs in either a curriculum subject or in ICT capability.

Today, there are already signs that, like television, ICT becoming a familiar feature in children's lives and consequently is in danger of ceasing to be regarded as a serious medium for learning, and instead seen as medium for fun.


There is no intellectual challenge if you focus your teaching on ICT skills and techniques.


What is the difference between ICT skills and ICT capability?

ICT skills is simply the routines, techniques and processes such as knowing how to use a mouse and are commonly taught. The difference with ICT capability is that it is the ability to utilise ICT independently, creatively and appropriately in addition to understanding ICT in a social context.

An ICT capable student is someone who has the disposition to construct ICT solutions to problems that are appropriate to the context and are based on the knowledge of limitations and opportunities offered by the systems available.

It is the notion that implies the ability to act in future situations and involves learning about its potential for use.

Children playing with technology in early childhood education will develop their ICT capability in more formal contexts as the child gets older.


In order for children to become full and capable participants of their environment, it is important that they begin to develop ICT capability and ICT literacy as part of their early childhood education learning experiences.

Children need to be lifelong learners and be literate in the communication mode of their culture. This means developing skills in the use of images and sounds to convey information, ideas, and feelings.



Benefits of this course

  • Employ teaching strategies in early childhood that support the learning and development of ICT capability.
  • Embed formative assessment strategies that will inform your curriculum planning in early childhood.
  • Enhance literacy language development in early childhood with ICT.
  • Ensure safe online environment for children and staff.
  • Develop a strategy for developing ICT capability in your ECE centre.



  • Early Childhood teachers - Kindergarten teacher, Preschool teacher, Early Years teachers (Foundation to Year 2).
  • A Principal of an ECE centre, who has just decided to initiate the process of integration of ICT into the way children learn and play.
  • A a principal who strives to boost the already started transition, who wants it to go further, become more efficient, intensive and productive, enhanced with new ideas, new partners, new tools and goals.
  • An Early Childhood Education centre who chooses to follow the road to integration of ICT in its program and activities.
  • An Early Childhood Education centre who decides to continue in this process – doing it more thoroughly and intensely as it has been done until now, maybe engaging new ideas, new partnerships or broadening its goals and ICT tools.



teaching strategies in early childhood


If you believe in child-centred education and want to understand new opportunities mediated by ICT, if you are determined to discover appropriate ways of using technology in favour of children’s play and learning........this course is for you!


Who can start this process of integrating technology in early childhood education?

Every single one, where you understand the meaning and importance of ECE and where you care about better fulfilment of goals of quality education, about all-round development of their children.


There is an ECE centre in Cunco Chico in Chile. It is located in a poor area with high proportion of aborigine students, which was – not more than 4 years ago – evaluated as one of the schools with the lowest achievements.


The integration of technology in early childhood education can be productively started by a strong minded principal or early childhood teacher with:

  • one single programmable toy,

  • with one digital camera,

  • or an ordinary computer.




technology in early childhood educationDoes this process require a high budget?

technology in early childhood education Does this course require strong will and critical approach to teachers’ own pedagogical experience, perception of modern knowledge about the role of ECE, courage and the need to innovate, reverence of children and their parents and – last but not least – curiosity and the itch to explore the potential of ICT to support this kind of transition.






“This course has been beneficial. I have learned more about how to integrate ICT in the classroom and how to support the students who struggle in this area. The readings have been particularly useful and it has been great to see other professionals and their use of ICT in the classroom.” Kerrie O’Brien


"I have thoroughly enjoyed this course. I have learnt the importance of ICT in all schools. This course has enhanced my ideas of classroom practice by giving me confidence in knowing that I was on the right track." Louise Craig


"I will definitely employ these ideas. Great tips!" Andrew Erickson


"This was a great course because I now feel more confident that I was on the right track with my knowledge of ICT in the classroom. I feel better prepared to assist my students to achieve their goals within the ICT component of the curriculum." Genevieve Duck


"I consider myself to be highly confident in ICT, however, through this comprehensive course I learnt things I never knew about. I honestly feel so much more empowered as a Primary educator when teaching and assessing ICT capability as a result of completing this course." Amanda Thompson




Course Overview

You will learn from this Early Childhood online course how to lay the foundations for the progression of child ICT capability by practicing strategies that will support the ability of children to utilise ICT independently, appropriately and creatively from the Early Years Learning Framework to the Australian Curriculum F-2. Additionally, you will be given the expertise you need in order to employ sound ICT pedagogical strategies in STEM.



What are the key learning outcomes of the course?


At the end of this course, you will be able to:

  • Understand the role of ICT in Early Childhood Education;
  • Maximimise formative assessments in ICT activities, tasks and projects;
  • Select the appropriate ICT tools and resources for learning;
  • Employ evidence based ICT teaching strategies that develop ICT capability;
  • Facilitate the progression of capabilities in ICT in the learning environment;
  • Integrate ICT effectively in STEM projects;
  • Embed safe and healthy practices;
  • Reflect on your teaching and learning with ICT;
  • Boost your competence and confidence in the integration of ICT in Early Childhood Education.



Course Breakdown

Section 1: An Analyses of Technology in Early Childhood

In this module, I begin the course by taking you through an examination and reasons why the effective development of ICT capability in Early Childhood is needed. Then I get you to take a look at where you are in terms of your own professional learning by using teacher standards recognised in Australia and asking you to partake in a self-assessment of your own capabilities in ICT.


There are 8 areas covered in this module which include:


  • Course Introduction.
  • Determining your professional learning needs.
  • Professional development in ICT in ECE.
  • How children learn with ICT in Early Childhood.
  • Key issues in ICT in Early childhood - what are some disadvantages of technology in early childhood education?
  • Unlocking barriers to integration of ICT in Early childhood.
  • What is ICT capability?
  • Conducting a self-analysis/assessment.


Section 2: Formative Assessment strategies in ICT

I chose to put this module about formative assessment first because of its connections to forward planning. Gathering the information you need to effectively plan for a child’s development in literacy, language or numeracy is vital and it is no different in relation to ICT capability. We all live in an ICT-integrated world, even children do as well, so learning about their home uses of ICT and developing a plan from there will help you.


There are 15 areas covered in this module which include:


  • Module introduction.
  • Curriculum planning in early childhood education. 
  • Monitoring and Observing ICT use with young children.
  • Assessment for learning.
  • Documentation.
  • Sharing Perspectives and Effective transition writing.
  • Enabling the environment for AfL.
  • Involving parents and carers.
  • Providing feedback.
  • Designing effective discussions, tasks and activities.
  • Module Reflection
  • Access to module ebook
  • Extra video content from myself.


Section 3: Employing Evidence based ICT teaching Strategies

These strategies are not my own but come from the most ICT capable classrooms around. Some may seem more suitable for older children, however, the importance of this it that if young children are to progress in their capabilities throughout their schooling career, then we ALL need to share the same perspective about ICT capability. You will find that many of them can be easily adapted to learning needs of young children.


There are 13 areas covered in this module which include:


  • Module introduction.
  • Using assessment to develop teaching strategies.
  • What is the ideal outcome?
  • Facilitating capabilities in ICT.
  • Providing effective support.
  • How to stimulate and structure learning.
  • Developing autonomy.
  • Supporting digital play.
  • Building on home use of ICT.
  • Other strategies.
  • Plan of Action.
  • Module reflection.
  • Video content from myself.


Section 4: Embedding ICT in STEM activities in the Early Years

STEM is fast becoming a core subject throughout all sectors of education including Early Childhood. So I have put together the best practices for you to make the most out of effectively integrating ICT to support the learning of science, maths and engineering. 

Science and technology in early childhood education complement each other and you will be able to determine the role of technology.


There are 8 areas covered in this module which include:


  • Module introduction.
  • Technology teaching strategies in STEM.
  • Inquiry based learning.
  • ICT-assisted Project based Learning.
  • Reflecting on your technology experience.
  • ICT’s role in STEM.
  • Plan of Action.
  • Module Reflection.


Section 5: Practicing Inclusion with ICT in Early Childhood

ICT is a great enabler of inclusion as it provides a level playing field so to speak for every child to learn from the curriculum. This includes SEN children, gifted children and Dual Language Learners. Learn about some examples of assistive technology in early childhood education. 


There are 6 areas covered in this module which include:


  • Key issues to consider.
  • Managing the inclusive environment.
  • Implementing a Universal Design for Learning for Early Childhood.
  • What is E-inclusion?
  • Developing an inclusive practice.
  • Module Ebook.


Section 6: Using ICT in Literacy, Language and Numeracy

The development of a child in these areas is of utmost importance in Early Childhood. ICT if used effectively can greatly enhance their learning given the proper support and scaffolding.


There are 4 areas covered in this module which include:


  • Literacy and Language learning with ICT.
  • Numeracy, Problem solving and ICT.
  • Video content from me.
  • Module Reflection.



Section 7: Educational ICT Tools for P-2 Learning Environments.

In this module I have included what some of the best ICT tools are available in early childhood from P-2. This includes creativity, language and other appropriate ICT resources. Throughout it we provide you with examples of technology in early childhood education.


This module covers areas which include:



Section 8: Protecting the Digital Child

The health and safety of young children’s use of ICT in the learning environment should always be practiced. In this module, you will important information to do with e-safety and what you can do as an early childhood teacher to ensure the children and parents are educated about using ICT in their lives.


teaching strategies in early childhood




TQI accredited Early Childhood online course  Technology in Early Childhood Education

Completing this course will contribute to 5 hours of TQI and NESA registered PD addressing 2.6.2, 4.5.2 and 5.1.2 of Australian Professional Standards for Teachers towards maintaining Proficient teacher accreditation in NSW, Vic, Qld and ACT.


Cost: 95 AUD

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