The Conditions





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.