1. Children had access to technologies. As teachers we
supported, trusted and expected them to use these appropriately.
2. ICT was motivating
and engaging for many. Claxton and Carr
(2004), talk about the importance of learning environments being
‘potentiating’, ie inviting participation. We found that the
technologies attracted some children to get involved in literacy. In
particular, we noticed boys who were not normally drawn to literacy-type
activities were motivated to do so when ICT was involved.
3. ICT provided more
opportunities to rehearse, revisit, modify and publish. Seeing photos, movies
and profile books often prompted children to re-work and tell stories again and
again.
4. ICT facilitated
playfulness, a useful disposition for literacy
learning, eg Kidpix and photobooth provided opportunities to experiment with visual texts
in a way that were fun and engaging.
5. Reflective teachers, committed to improving practice. We are keen
learners and were ‘early adopters’ of professional learning around ICT when it
was offered. This took us on a journey of discovery that led to the development
of a more challenging visual arts and associated literacy programme in our
kindergarten.
6. Having an audience. Using ICT increased the possibilities for performance and
sharing. Children came to know that others valued their literacy endeavours and
this was a motivating factor in doing more literacy.
7.
Involving
families. We
encourage involvement of families and other people in the community and they
became audiences for children. Their response often further encouraged children
to get involved in literacy activities.
8.
Structure of the programme
supported vicarious literacy learning. Rosemary Richards (2003) says, “Children are also influenced by observing what
others do – by vicariously experiencing art.’ We noticed that children often
inspired others to participate in literacy. This was feasible because of the
less formal structure which offers a range of activities for children to engage
in at any one time.
