“A Statement on young children and digital technologies can benefit the early childhood sector by providing an evidence base on which educators can make decisions regarding young children and digital technologies that are relevant to the digital contexts experienced by children and their families. Instead of applying ‘one-size-fits-all’ advice, a decisionmaking approach recognises that early childhood educators are skilled at working in partnership with children, families and community in the best interests of the child.” （ECA, 2018, p.8)
Souce& Reference:
Early Childhood Australia (ECA). (2018). Statement on young children and digital technologies. p.8. Canberra, ACT: ECA. http://dx.doi.org/10.23965/ECA.001
Digital Literacy Professional Pedagogical Position Statement
As an Early Childhood Educator, I value digital technologies as pedagogical tools to be used intentionally, safely, ethically, and meaningfully to support children's play, learning, and relationships. Since young children today are growing up in digital contexts (Plowman, 2016). Digital technology is an indispensable part of contemporary education in Early Childhood Settings. Educators should be mindful when applying digital technology in children's learning. Digital technology should support children's holistic development, accompanied by a play-based approach. At the same time, educators should share the core values of digital technology to model a safe and ethical learning environment.
Professional frameworks guide the use of digital technologies in the Early Childhood setting. The Early Years Learning Framework emphasises that digital technology shapes children's sense of belonging, identity, wellbeing, agency, and citizenship, enabling them to be confident and resilient learners (AGDE, 2022). Digital technology is not only used for fun, but also develops children's creativity, conceptual thinking, critical thinking, communication, and reflection skills (AGDE, 2022). In addition, digital technologies are important for educators to document children's learning, make observations, plan, and communicate with colleagues and families (AGDE, 2022). Educators are responsible for children's use of technology. Ensuring technology supports rather than dominates children's learning aligns with the ECA Digital Technology Statement (2018).
The academic literature also shapes my approach. Blannin (2022) and Howell and McMaster (2022) demonstrated that the quality of children's digital learning is influenced by educators' digital literacy knowledge and skills, as well as by ongoing professional learning. Educators who engage in professional learning are flexible in integrating technology to promote children's creativity, problem-solving, and computational thinking (Bers et al., 2013, 2014; Murcia et al., 2018). This underscores the importance of educators developing their own literacy skills to enhance children's learning engagement and participation, while fostering the safe and ethical use of digital technology.
My pedagogical position is that digital technologies should be used as tools for exploration, expression, communication, and documentation. My position aligns with the EYLF Learning Outcome 4: Children are confident and involved learners. For example, children can use an iPad to photograph and video the flowers, trees, and rocks they see in an outdoor excursion. Children use these resources to collaboratively create a digital learning journal. This learning experience not only supports children's digital literacy and PowerPoint use but also supports reflection and communication. At the same time, children demonstrated the ethical and safe use of digital technology, as they are aware of privacy and use the digital devices with care.
My position also aligns with the Australian Professional Standards for Teachers, Standard 2: Know the content and how to teach it. Standard 6: Engage in professional learning. This outlines the effective use of ICT and ongoing professional growth to shape children's learning (AITSL, 2020). As an educator, by setting clear digital literacy goals and engaging in professional learning, I use digital technology respectfully, responsibly, and intentionally. I value the importance of digital technology in children's learning. I am the guide to influence children's digital learning values and engagement. In addition, I value that digital literacy is a shared responsibility between educators, children, and the community as we collaborate to build a safe and ethical digital world!
Souce:
Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). p.11. Australian Government Department of Education for the Ministerial Council.
Australian Government Department of Education. (2020). We play, we learn: Outcome 4 — Children are confident and involved learners. https://www.acecqa.gov.au/sites/default/files/2020-12/ActivitySheet-Outcome4-WePlayWeLearn.pdf
Australian Institute for Teaching and School Leadership. (AITSL). (n.d). Teacher standards. https://www.aitsl.edu.au/standards