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La langue hawaïenne (anglais : langue hawaïenne) est la langue maternelle des indigènes de l'île d'Hawaï, uniquement là où cette langue est parlée, car il n'y a pas beaucoup de locuteurs hawaïens. ces jours. Selon certaines enquêtes gouvernementales, 8 000 à 15 000 personnes [[1]] parlent hawaïen. L'hawaïen est une langue officielle avec l'anglais uniquement dans l'État d'Hawaï. Il n’existe pas beaucoup d’autres États ayant deux langues officielles ou plus.

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La langue hawaïenne (anglais : langue hawaïenne) est la langue maternelle des indigènes de l'île d'Hawaï, uniquement là où cette langue est parlée, car il n'y a pas beaucoup de locuteurs hawaïens. ces jours. Selon certaines enquêtes gouvernementales, 8 000 à 15 000 personnes [[1]] parlent hawaïen. L'hawaïen est une langue officielle avec l'anglais uniquement dans l'État d'Hawaï. Il n’existe pas beaucoup d’autres États ayant deux langues officielles ou plus.

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I am going to organize a party on my birthday. I am going to invite my all friends for my birthday party. My mother is going to make a tasty and very beautiful cake. My father is going to decorate our home beautifuly My brother is going to make a birthday card for me. Iam going to celebrate my birthday party successfully

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Fight Breaks Out During Interview with Suspect & Kelpy

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Fight Breaks Out During Interview with Suspect & Kelpy

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Trippie Redd - Dark Knight Dummo (Lyrics) ft. Travis Scott | Tiktok Song

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Anglais

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Beautifully Detailed Post with loads of Critical thinking.  Well done Shiyamali!

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Beautifully Detailed Post with loads of Critical thinking.  Well done Shiyamali!

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Well done presenting a variety of communication mode. 

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Well done presenting a variety of communication mode. 

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Thank you for including your name here.  It's very helpful

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Thank you for including your name here.  It's very helpful

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Thank you for including your name here.  It's very helpful. 

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Thank you for including your name here.  It's very helpful. 

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Personal/Professional Padlet
Proudly presenting the proposed 'Hot Topic Project ' to the stakeholders of Goodstart Berwick, Victoria, Australia; presenting analysed academic literature to promote and integrate Technology and New Media into the Early Year Curricula.

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Parent Feedback Last night at the Christmas party for children at Goodstart Berwick, parents of the children and I got a good chance of having a hearty  chat about children and technology; I discovered many aspect the parents were relying on us to do, in terms of using technology and education. One parent was a doctor by profession and the other a Charted Accountant . They were very interested to know how and when we could implement more technological advancements in the area of early childhood education. 

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Parent Feedback Last night at the Christmas party for children at Goodstart Berwick, parents of the children and I got a good chance of having a hearty  chat about children and technology; I discovered many aspect the parents were relying on us to do, in terms of using technology and education. One parent was a doctor by profession and the other a Charted Accountant . They were very interested to know how and when we could implement more technological advancements in the area of early childhood education. 

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In fact they were saying how much knowledge their children already have in handling technological materials.
this became a very positive feed back for me to launch my research project in the Center.

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Although it was an utter frailer, I learnt some skills, " now I know this skill is hard to gain, unless you have time and patience!!!

( :

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My own Scratch experience, created to   present for children on Halloween Day

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More options to take to kindergarten... 

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More options to take to kindergarten... 

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Social Stories
A space for children and parents to share their special stories; especially the ones with Autism is possible through Social Stories. Gathering of information, developing personalized texts and illustrations are possible in Social stories. Most importantly social stories qualify to be one when it completes all 10 criteria.

Digital Stories
Digital stories give life to Traditional folk stories, fairy tales or fables. They can be made compelling/ educational and creative when re created through Digital Stories.
Photos/ videos music, narrations, art and audio music can be used to make digital stories for children/ adults.

Visual thinking Strategies is by far is my favourite!
This creates so many opportunities for children's learning and development.
Their language eliciting, stock of vocabulary expands, creative ideas flow, opportunities for imagination, suggestions, negotiation, explanation, descriptions, discussion, story telling, fluency, critical thinking, problem solving, risk taking...

Voice threads
Voice threads create opportunities for critical thinking. a collaborative multimedia slide show; using images, docs, pictures and texts.
How it woks: you feed the voice thread with images, texts or photos and record your voice with a microphone etc. The viewers could keep responses in the same way, voice, comments etc.

Technology usage is endless...

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Personal Experiences, prior learning and everyday concepts to Professional Expertise...My Journey beyond the horizon, starts...!!!                                                                                                         Professional Padlet Innovative Teaching Approach; Employing Technology as a Powerful Tool in the Early Year Learning and Teaching...Constructing Shared Sustained Curricula

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Personal Experiences, prior learning and everyday concepts to Professional Expertise...My Journey beyond the horizon, starts...!!!                                                                                                         Professional Padlet Innovative Teaching Approach; Employing Technology as a Powerful Tool in the Early Year Learning and Teaching...Constructing Shared Sustained Curricula

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Rationale for my Project- 'HOT TOPIC PROJECT' for  EDUCATORS, PARENTS, MANAGEMENT, CONSULTANTS AND INTERDISCIPLINARY STAFF.

'HOT TOPIC IS 'ROLE OF TECHNOLOGY IN 21st Century EARLY CHILDHOOD EDUCATION AND THE ROLE OF THE ADULT in INTEGRATING it into the CURRICULA'

As an experienced and innovative teacher/ mentor, practicing child centered, play based, shared sustained curricula, in a 21st Century Classroom, it is integral that I possess knowledge and competence in the current practice; integration of Technology and New Media in the early year settings to teach through Inquiry Based Approach (IBA). I am qualified as an IB PYP teacher, formerly at the Overseas School of Colombo Sri Lanka. The Overseas School of Colombo, Sri Lanka, offers the early years' to grade twelve children a balanced inquiry based curricula integrating technology into them. However, upon arriving in Australia, working as an early year educator aspiring to be an early childhood teacher, I found that technology is currently not integrated in the early year curricula in the early learning setting I am working for; Goodstart Berwick, Victoria. Hence, I am interested in sharing my experience and knowledge with my colleagues at Goodstart Berwick, with regards to integrating technology and new media into the curricula.
Please visit www.osc.lk for more information on how teachers integrate technology in early years in the PYP programs.
Further to the experience I had overseas, upon attending the UNIT EDF 4035, Technology and and New Media Studies at Monash University, Australia under Dr Denise Chapman, and Dr Moska Mirkhil; reading the academic scholarly articles and journals, I felt convinced that I have gained more insight and competence to employ this powerful tool; Digital Technology and New Media to execute the early year programs.

Hence, I am keen in deeply exploring how Technology can sustain in early year curricula, what areas could be integrated with, what advancement have technology made (in terms of developing educational tools) and how we, as early year teachers/ mentors could  benefit from the current advancements of technology in reaching the young learners.
The insight, knowledge and experiences, I have achieved through the explorations so far, have led me to achieve my goal of sharing knowledge and experiences with my colleagues at work; the Educational Leaders (ELs), Educational Consultants at Goodstart PVT LTD ( ECs), Interdisciplinary staff, Center Directors and most importantly with children and families.

To do this, I have begun intently exploring, reading, having discussions, following Dr Chapman and Dr Mirkhil's posts on 'The Curator Padlet' and observing children and teachers' reciprocal relationships with regard to their teaching and learning patterns, using technology.
Moreover, I use every opportunity to talk to parents, strongly abiding by ethical standards to gain knowledge about the 21st Century parents' feedback in day to day conversations regarding the role of technology and new media in children's lives.
Through the above mentioned  activities, I have reasonably found that technology is a contemporary, evolving, constructive and productive tool; when skilfully and knowledgeably used; the benefits are innumerable.

However, as an academic, it is my duty of care to find concrete evidence before I propose that Digital Technology and New  Media be introduced in the EC learning settings at Goodstart Pvt Ltd.

Ethical Consideration
This part is the most important aspect when integrating anything new into a curricula. Technology and New Media which open a new channel, must have responsible personal proof reading and approving what is created by children and adults. It is an ethical responsibility. As a professional teacher attached to Goodstart Berwick, I am ethically bound to;

understand that ethical principles should continuously permeate all aspect of my research and project thereof.

understand the children's rights legislation

reflect upon the responsibilities as an ethical researcher.

Considering the above, I have chosen not to involve children in the research project, as participants at any point. However, with written and verbal permission , I will invite the community mentioned above; Educators, Parents, Management, Consultants, Educational Leaders, and Interdisciplinary staff in the Hot Project.

Introduction to the Hot Topic; the role of technology and New Media in Early Year Curricula and the Role of the Adult in Integrating it.

It is the 21st Century Child's voice we need to hear when we design the sustained shared curricula. “Students want a voice in regards to the content being taught through the curriculum” (aitsl, 2016). While the 21st Century children are evidently ready, are the 21st Century teachers ready?

My proposal to the Management of Goodstart is to connect the community in designing the sustained shared curricula integrating Technology and New Media into it. To connect the community and get their input we will host a series of  presentations; creating a platform to elicit ideas, brainstorm, discuss and share knowledge to assess the benefits and overcome the issues as a community, promoting technology and New Media in the EC.
Convinced that this project will ignite a powerful desire to design and implement a truly 21st Century shared sustained curricula through out Goodstart, I intend to propose my 'Hot Topic project; the Role of Technology and New Media in EC Curricula officially with a power point presentation to all the interested stakeholders at Goodstart Berwick, on the 09th December 2016 as a pilot project.
At the presentation, I intend to draw the attention of the audience on the following areas,

Teachers acknowledging young children's prior knowledge in Digital Technology and New Media ( Funds of Knowledge)- Listening to children's voice

Exploring 'innovative curricula' and practice; role of the Digital Technology and New Media in the Early childhood curricula

Benefits of integrating Technology and New Media into other basic skills and learning areas

Myths and Truths about Technology and New Media

Role of the 21st Century Teacher; knowledge , beliefs, attitude and training acquired; proposing that teachers get adequate training before pushing them into the field

The above mentioned aspects will be discussed with the stakeholders as stated, through academic literature analyzing and showcasing benefits, challenges and opportunities thereof. Through examples (Puerling, 2016) and case studies. the audience will be reciprocally involved in Q & A and a survey.

What does literature suggest: Benefits of introducing Technology and New media is highlighted.
Digital play and technologies are accepted as fundamental aspects of young children’s experiences and participation in the 21st Century post-industrialized communities. As a result, more nations have begun to struggle in embracing it into the curricula (Stephen & Edwards, 2015) as there are debatable challenges. However, it is positively endorsed by The Australian Curriculum, Assessment and Reporting Authority  (ACARA) and the two Early Years Frame works ( EYLF and VEYLDF). The EYLF, proposes, that we introduce ICT in early years which could increase the options available to meet the specific learning needs of students across a wide range of abilities. Reaffirming that "Children use information and communication technologies to access information, investigate ideas and represent their thinking  and further, use information and communication technologies as tools for designing, drawing, editing, reflecting and composing and engage with technology for fun and to make meaning ( Department of Education, 2009).Hence, I am convinced that I will be able to overpower negativity that prevails in our EC setting, and bring positive results to the Center.
Apart from the National and Victorian Frameworks for Early Years, the National Curriculum, Assessment and Reporting Authority supports this claim too stating, that “Information and Communications Technology (ICT), is used by the students to acquire new knowledge and skills in all areas of the curriculum and to create and present information in meaningful ways (ACARA, 2016).

How much do Teachers acknowledge young children's prior knowledge in Digital Technology and New Media in the Early year settings?
According to recent research in the area, it is suggested that 'Digital Technologies' are increasingly accepted as a viable aspect of early childhood curriculum' [...] However, the teacher competency or the teacher uptake is not compatible with the increasing demand and interest from the learner population (Nuttall, Edwards, Mantilla, Grieshaber, & Wood, 2015).
Hence, it is suggested that embracing a change of attitude is essential to void the gap.
The underpinning theory; cultural-historical activity theory ( CHAT) brings in some light, making sense to the early year teachers how their professional development could shape their perspectives in updating knowledge and up taking responsibility in curating a digital environment where the potential learners could thrive. It is suggested that teachers' internalized perspectives, attitudes and beliefs can shape the activities that is offered in a setting. Hence, to re shape the settings, we need to re shape the attitudes and beliefs of the teacher; to do this extensive training is required (Nuttall, Edwards, Mantilla, Grieshaber, & Wood, 2015).

my highest priority to confidentiality, sensitivity, and participants’ rights while engaging rationally and professionally with least subjectivity
However, are all teachers effectively trained and are their beliefs being heard and evaluated?
"Effective training programs rely on updated, specific information regarding what early childhood teachers know about computers and how they use them in classrooms with young children. Training based on insufficient information cannot meet teachers’ specific needs or build on skills and practices they have acquired" (Blackwell, Lauricella, & Wartella, 2014, p. 170)

Innovative Curricula and Practice; Role of the Digital Technology and New Media in Practice

Reflective practice is the key for an evolving curricula. Research from MacNaughton, (2005) as cited in Victorian Early Year Learning and Development Framework, and other experts found that professionals who regularly reflect on what they do, why they do it and how this new knowledge can be used to improve their practice, achieve the best outcomes for children and families (State of Victoria , 2016).

Reflections create innovations; "what are we doing, why are we doing, what went right and what went wrong? How can we do better and what do the children say?" Recent research reveal that the practitioners reflect find answers; "Reflecting on and posing critical questions about the possible unfairness or inequalities of preconceived ideas about children has been identified as crucial in becoming more objective in how images of children are constructed (MacNaugton, 2003; Appl & Yordle, 2005; Smith, 2007) as cited in Victorian Early Years Learning and Development Framework ( State of Victoria 2016). Further, Research from MacNaughton (2005) and other experts found that professionals who regularly reflect on what they do, why they do it and how this new knowledge can be used to improve their practice, achieve the best outcomes for children and families (MacNaughton, 2005). These findings clarify my goal; reflecting our practices and designing curricula.

Role of New media in EC Teacher Practice
When effective communication is the key for success in the 21st Century world; it is the responsibility of the teachers to reflect/ communicate among themselves to assess whether the curricula on offer cater to the advancement of children's effective communication as the frameworks highlight.
In the light of research done by (Vasquez & Felderman, 2013) it is understood that the Digital Technology can be employed to create effective, efficient and enjoyable communication; curricula to suit the diverse needs, abilities and interests of the children. Therefore, it is obvious that the integration of technology can boost emergent literacy in the Early Year settings.
It is my goal to explore the best possible innovative tools and use them with children, colleagues, parents and wider community in my EC setting, to teach and learn in an innovative environment.

Integration of skills and learning areas

Technology and New Media can be integrated into all areas of learning; voice thread for critical literacy, Siri- inquiry and two way communication ( out of the box thinking), forced perspective -creativity, digital photography- media and art, video tape recording dramatic play; create YouTube, Scratch; coding  and movements recording.

VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to navigate slides and leave comments in five ways—using voice (with a mic or telephone), text, audio file, or video (via a webcam”; retrieved from http://voicethread.com/).

Siri- How can Siri support early year learner; an innovative teaching strategy found by observing children communicating with Siri independently.
Siri is a virtual assistant with a voice-controlled natural language interface that uses sequential inference and contextual awareness to help perform personal tasks for users. It is observed some early learners using Siri independently to explore meanings of words, weather and other interested areas of their choice as individuals or as small groups. This observations has ignited my critical thinking on 'How early childhood teachers could use this aspect and children's funds of knowledge to inquiry based learning http://www.imore.com/siri.

Flickr
Flickr 's stock of inspiring photography enables the teachers to elicit young learners language opening endless paths to imagination and creativity. When children are taught to connect to the world through images they will instantly be inspired learners whose thinking and creative skills will improve; discovering billions of beautiful photos, pf places, habitats, people, animals, nature and man made world.

Forced perspective
Forced perspective is a technique which employs optical illusion to make an object appear farther away, closer, larger or smaller than it actually is. It manipulates human visual perception through the use of scaled objects and the correlation between them and the vantage point of the spectator or camera. Forced Perspective-By teaching the techniques the children will be able to grasp the basics; pursuing and creating images that will be discussed and appreciated by groups. these will open more conversations that will pave the way to inquire about more things.
https://en.wikipedia.org/wiki/Forced_perspective

Digital Photography
Still photos, time lapsing, photo shop and creating books using photos children take; integration of more areas through use of technological.
This technique is the easiest to work with the children in my experience as I have already seen children working with the digital cameras to create their own still photographs; exploring their environment through the lenses.
A classic example of still photography of a child s shown after the reference.

Media Art
“Media is used to tell stories, as gaming environments, as sets, to create visual textures and to build character,” benefits of media to frame and support the design of artistic plots, surroundings, textures, and characters is looked at as the important outcome. The contributions of media into arts education varies with the particular art form and conforms to the needs and desires  of the arts, placing media as a tool and not the focus of instruction (McGuire, 2012).

Video tape recording
Ability to coordinate, capture, manipulate sophisticated cameras and use the images to make movies are learnt and taught through this. further, children's creativity, critical thinking and problem solving, worjking in teams as collaborative members are learnt and taught too. additionally, curiosity, knowledge, persistence, facing challenges and reasoning and understanding facts are learnt too.

Scratch coding to create animations
Translating ones thoughts into animation and transmitting into the air responsibly is a highlight when one creates scratch codes.
My colleagues and I tried during our weekend classes at the university and I tried many times to create my own scratch animations to produce stories through Halloween and other events, but gained limited expertise. Hence, I had to follow my husband's instruction and for that he and i had to follow tutorials Dr Chapman shared with us.
However, the good news is that finally, I got it. and now I can transmit the knowledge to the children and wider community. ( :
My attempts in making scratch animations are shown in the Padlet, below.

Problem solving and critical thinking aspects are evaluated in emergent literacy, numeracy, science and mathematics through technology
When considering the diverse student community, Australia can boast about it immensely, being the home for many different levels of students. Hence, it is fundamental that the curricula support all levels; advantaged and disadvantaged communities. Considering this aspect, in the classrooms I propose that as 21st Century teachers we need to consider evaluating and reflecting whether our practice support both levels of students. As  McDonald & Howell, (2012) suggest it is important we as early year teachers develop emergent literacy and numeracy in disadvantaged learners too through the use of Science, Technology, Engineering and Mathematics (STEM) combining it with creative technologies in their funded preschool classrooms. these children too have the right to learn their skills using technology, creatively with the  assistance of their teacher in their early years settings.
Most resources recommended for children in the early years are creative technologies; in which children's creativity is developed and critical thinking and problem solving are outcomes expected (McDonald & Howell, 2012).

Myths and Truths about Technology and New Media
There are 7 myths about Technology and children and my aim is to talk about these and create a platform to discuss the experiences of the participants to move forward from the walls they have created around them.
Description of myths and how to leave them behind will be discussed with the audience. According to latest research based on case studies conducted over 100 or more children for more than an year, it is revealed there are seven popular myths in the society. Research suggest that most 21st Century children are guided by adults/ parents, guardians and teachers to gain a balance between physical play and play through digital resources. Hence, (Plowman & McPake, 2013) suggest that the myth about children getting overwhelmingly addicted to digital resources cannot be accepted. Further, according to (Plowman & McPake, 2013), not all children born in this era, are "Digital Natives", rather, there are like any other domain, children who are efficient and competent and children who need adult support to thrive and learn. hence, it is the knowledgeable adult who needs to acknowledge this need and the support children need rather than estimating wrongly for all children be "digital natives".
Most importantly, it is suggested that introducing computers, tablets and other digital resources can create social groups who will in return, socialize, discuss, inquire, find information and learn as groups about aspects that interest them;creating enhanced social skills beyond being in secluded walled classrooms (Plowman & McPake, 2013).

However, it is understood that there are claims that integration of Information and Communication Technology; ICT into early childhood education can have problems in developmentally appropriate practices; use of "digital technologies in the early years can be harmful; the children can inhibit or negatively change the nature of social interactions, hands on activity and explorations, damage children's cognitive, social and emotional development"(Fellows & Oakley, 2014, p. 257). However, these claims are over-weighed by the positive and developmentally appropriate advantageous prospects of using technology and new media in the innovative, 21st Century early year learning environments.

In conclusion, this platform which, I open through my 'Hot Topic Project' ; where all stake holders share their views and explore and analyse academic literature and research results will open the windows to explore and understand the benefits of integrating Technology and New Media into the Early Childhood Curricula in Goodstart Berwick, Victoria, Australia.

One of many classic examples from my classroom; a child created still photography; live from the floor ( : on the Bottom of the Padlet.

Reference

Blackwell, C., Lauricella, A., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers and Education.

Department of Education and Early Childhood Development . (2010). Victorian Early Years Learning and Development Framework Practice Guide . Melbourne: University of Melbourne .

Fellows, J., & Oakley, G. (2014). Language Literacy and Early Childhood. South Melbourne : Oxford University Press.

McDonald , S., & Howell, J. (2012). Watching, creating and achieving: Creative technologies as a conduit for learning in the early years. British Journal of Educational Technology.

McGuire, A. (2012). Media Arts: A Shifting Paradigm? Michigan: Taylor and Francis Group LLC.

Nuttall, J., Edwards, S., Mantilla, A., Grieshaber, S., & Wood, E. (2015). The role of motive objects in early childhood teacher development concerning children’s digital play and play-based learning in early childhood curricula. Professional Development in education.

Plowman, L., & McPake, J. (2013). Seven Myths About Young Children And Technology. Childhood Education.

Puerling, B. (2016, November 1). Teaching in the Digital Age Smart tools for Age 3 to Grade 3. St Paul, MN, United States of America.

State of Victoria . (2016). VICTORIAN EARLY YEARS LEARNING and DEVELOPMENT. Melbourne: Department of Education and Training.

Stephen , C., & Edwards, S. (2015). Digital play and technologies in the early years. Early Years an International Research Journal.

Vasquez, V., & Felderman, C. (2013). Technology and Critical Literacy in Early Childhood. New York: Routledge.

Wright, C. (2001). Children & Technology issues, Challenges and Oppotunites . Childhood Education.

Appl, D. J., & Yorde, S. L. (2005). Stories about teaching: Using qualitative data to promote reflective  practices. Journal of Early Childhood Teacher Education.

MacNaughton, G. (2003). Reflecting on early childhood curriculum. In G. MacNaughton, Shaping Early Childhood (pp. 113-120). England: Open University Press.

Australian Professional Standards for Teachers Engaging with technology. (2016, November 3). Retrieved from Australian Institute for Teaching and School Leadership Limited.

Department of Education. (2009). Belonging Being Becoming. Melbourne: Commonwealth of Australia 2009.

ACARA. (2016, November 01). Victorian Curriculum and Assessment Authority . Retrieved from The Australian Curriculum in Victoria: http://ausvels.vcaa.vic.edu.au/ n day to day conversations regarding the role of technology and new media in children's lives.

Web sites
http://voicethread.com

https://en.wikipedia.org/wiki/Forced_perspective

http://www.imore.com/siri

www.osc.lk

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Forced Perspective; understanding the technique has given me an insight into how latest movie creators create images and animations that bring such different emotions, actions and perceptions; advancing creativity, imagination and fascination. 

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Forced Perspective; understanding the technique has given me an insight into how latest movie creators create images and animations that bring such different emotions, actions and perceptions; advancing creativity, imagination and fascination. 

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This is because the technology moves forward, It

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I Found My Goal...Now I need to find a way to reach it ( :

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I Found My Goal...Now I need to find a way to reach it ( :

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My goal is to get into technology so that I could be the master and use it to get things done my way; to use technology and new media to effectively teach children skills in way they can comfortably and creatively learn.
I want the educators to acquire knowledge and enthusiastically follow up and update theirs.

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Today a parent requested for some reliable games to promote children's acquisition of early literacy and mathematical skills. This request came to be as a follow up of  community post I published on children and their possible learning and development through technology. Now I have to access more reliable information on good literacy and mathematical concepts.

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My parents' feedback and community discussions are on Story Park...( :

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My parents' feedback and community discussions are on Story Park...( :

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https://www.storypark.com/activity

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Since I had the discussions with my Center Director, Educational Leader and The Educational Consultant , I have designed a mind map which will assist me to lead to the Project.
The proposed project will broaden the scope of  introducing Technology and New Media integrating it with other core learning areas within our EC setting. It will be a pilot project with its specific outcomes, the other related centers will be able to gain insight and integrate Technology and New media into their curricular too.
The Proposed Project will be launched during the end of Spring as soon as the NQS Assessments and Ratings of the setting will be over; from the 20th of Nov 2016.
The Project will begin by a brain storming sessions with parents and educators; a coffee evening at the Center. During the session parents and other colleagues will be addressed by me giving them insight to the significant contributions the Technology and New Media could bring forth when integrated with other core learning areas.
The brainstorming session will be followed by an induction and then followed by the creation of the sustained shared curriculum with the input from all the stake holders led by me.  Once the curriculum is developed, with the approval of the Center Director, it will be enacted, while observing and collecting data from the on- going programmes of their effectiveness.
The input from children will be documented while the integration of Technology and New Media is in progress evaluating the effectiveness the new curriculum.
The data collected will be assessed, while self reflections, team reflections and critical analysis of the program will be undertaken by the educators.

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On Monday, I spoke to the Company Educational Consultant regarding my plan to introduce Technology as a medium to teach other skills to the Early Learners.
It was not a surprise when she hesitated and said; I hope you are not talking about using technology for entertainment.
Thank you, Dr C and Moska for letting me know how we could talk at a discussion at this level; my answer was something the consultant has not expected from an educator. I explained to her that the era has dawn to leave behind the

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I began my Research Journey as an early childhood researcher, using technology and critical literacy...
the text books and the other accompanying resources have been very helpful...
I am confidently talking to my colleagues and parents of children I teach about the benefits of technology; the children's interest in them and how we could use it as the vehicle to teach many skills in these settings... My main goal is to use the knowledge, explorations in the area, readings and literature to establish better understanding among them to eradicate the growing misconceptions about tech in the EC...