Description
If you’re based in the ACT, this package is a 4-hour TQI Accredited professional learning program.
Completing Engaging with digital documentation and technology series will contribute 4 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and Assessment of NSW Curriculum/EYLF addressing standard descriptor 2.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Learning Objectives:
- Analyse the role of emerging technologies and their effects on the nature of learning.
- Describe and evaluate the use of new technologies for teaching and learning.
- Use digital documentation to interact and communicate effectively with young children and families, with the main aims of building and strengthening relationships and supporting learning.
- Summarise and evaluate viewpoints to reflect on the social and ethical issues associated with responsible, safe and legal use of learning technologies.
- Communicate and relate to families respectfully and in ways that demonstrate awareness of the particular importance of collaboration and shared decision-making.
- Use digital tools and platforms to plan, implement and evaluate learning experiences that demonstrate the ability to articulate aims, objectives, procedures, outcomes and evaluation practices.
- Use digital tools and platforms to assess and document children’s development and learning in collaboration with families in a variety of ways that lead to a deep and broad basis for planning curriculum.
- Use digital documentation to model respectful and sensitive interaction with young children in ways that lead to establishing and strengthening relationships that support learning.
- Develop strategies to establish and strengthen a range of collaborations and connections with families and the broader community by using digital documentation.
Click below to watch the trailer for this course:
About the Author:
Karen Turner is an education lecturer and early childhood consultant. She works as a pedagogical mentor at two Melbourne-based services that have been rated as ‘Exceeding the National Quality Standard’ in all areas by the Australian Children’s Education and Care Quality Authority. She has more than 15 years’ experience in early childhood in the UK and Australia along with experience in primary and specialist services. Karen is passionate about supporting children’s rights and voices, the importance of space (relational and physical) and the environment. She is currently undertaking a PhD focusing upon entangled worlds and post-humanism, building on her Masters in Educational Psychology, while lecturing part-time at Swinburne University in undergraduate subjects such as early childhood studies, primary education and children’s services. She is a user of digital documentation both as a professional and as a parent of two young children attending an Exceeding early learning centre in Melbourne.