The CORE Education eFellowship Awards recognise innovative e-learning practice by New Zealand teachers.
View more stories from CORE Education eFellows in the eFellows EDtalks channel
The CORE Education eFellowship Awards recognise innovative e-learning practice by New Zealand teachers.
View more stories from CORE Education eFellows in the eFellows EDtalks channel
Bronwyn Glass, a 2011 CORE Education eFellow, explores how to build community through ICT in a kindergarten setting. In this engaging talk she takes us through several examples of community building in action.
Kia ora I'm Brownwyn Glass, I'm at Botany Downs Kindergarten at Howick in Auckland. I'm an eFellow in 2011.
I was inspired to apply for an eFellowship because I dabbled in ICT, I'm not an ICT expert as I know some people are, but I'm an ICT learner. And as an older person going into the programme it was an issue for me, not being an expert, but in actual fact I've found that being a learner I've been inspired by those on the programme, has opened lots of new opportunities for me.
I also know from being involved in the Centres of Innovation programme that the research will have long term impact for me through relationships that are formed through this, that they will go on and become my learning peers. And so I have a vision for the future of excitement. I don't know what it is but it will be exciting.
My research question is how ICT helps to build community. And my interest is in particularly building community within the kindergarten and outside. So on a micro level and on a macro level as well. So it is also based in an emergent programme. So there wasn't actually a key that I was going to follow, but that would emerge. And that's exactly what happened.
So we're making connections through ICT and building out into our wider community through whatever means that become available.
We've had a child who was new to the kindergarten and he built, he wrote a story about something that intrigued him. He shared it with his previous kindergarten, he uploaded it to Youtube, he has filmed and narrated that movie. So he has actually created some status for himself within our own community but he has shared that with the wider community as well.
On a wider level we are Skyping with our local school and making connections through that. So they are also involved in, like Daniel's moving making and his movie premiere and things that are happening.
Our feedback from the community is that it has enabled, for instance, for Daniel for him to feel part of our local community and as a result of that so has his family, who were new to our community. And that has set him in good stead with his peers and established strong relationships within our community.
With the school it has built a wonderful ongoing community where we are in contact, every Thursday is Skype day and we share our news and they then come to our events and we go to their events. So our Skyping and that are just two actual small portions of what we are doing at the moment.
In the future I don't know where that's going to go because as technology emerges we are using new and different options that are coming, and becoming available. So I am hoping I am saying, I don't know where it is going, but as technology evolves we will embrace it and allow children to use that within their daily programme within the kindergarten.
Bronwyn Glass, a 2011 CORE Education eFellow, explores how to build community through ICT in a kindergarten setting. In this engaging talk she takes us through several examples of community building in action.
Kia ora I'm Brownwyn Glass, I'm at Botany Downs Kindergarten at Howick in Auckland. I'm an eFellow in 2011.
I was inspired to apply for an eFellowship because I dabbled in ICT, I'm not an ICT expert as I know some people are, but I'm an ICT learner. And as an older person going into the programme it was an issue for me, not being an expert, but in actual fact I've found that being a learner I've been inspired by those on the programme, has opened lots of new opportunities for me.
I also know from being involved in the Centres of Innovation programme that the research will have long term impact for me through relationships that are formed through this, that they will go on and become my learning peers. And so I have a vision for the future of excitement. I don't know what it is but it will be exciting.
My research question is how ICT helps to build community. And my interest is in particularly building community within the kindergarten and outside. So on a micro level and on a macro level as well. So it is also based in an emergent programme. So there wasn't actually a key that I was going to follow, but that would emerge. And that's exactly what happened.
So we're making connections through ICT and building out into our wider community through whatever means that become available.
We've had a child who was new to the kindergarten and he built, he wrote a story about something that intrigued him. He shared it with his previous kindergarten, he uploaded it to Youtube, he has filmed and narrated that movie. So he has actually created some status for himself within our own community but he has shared that with the wider community as well.
On a wider level we are Skyping with our local school and making connections through that. So they are also involved in, like Daniel's moving making and his movie premiere and things that are happening.
Our feedback from the community is that it has enabled, for instance, for Daniel for him to feel part of our local community and as a result of that so has his family, who were new to our community. And that has set him in good stead with his peers and established strong relationships within our community.
With the school it has built a wonderful ongoing community where we are in contact, every Thursday is Skype day and we share our news and they then come to our events and we go to their events. So our Skyping and that are just two actual small portions of what we are doing at the moment.
In the future I don't know where that's going to go because as technology emerges we are using new and different options that are coming, and becoming available. So I am hoping I am saying, I don't know where it is going, but as technology evolves we will embrace it and allow children to use that within their daily programme within the kindergarten.
Bronwyn Glass, a 2011 CORE Education eFellow, explores how to build community through ICT in a kindergarten setting. In this engaging talk she takes us through several examples of community building in action.
Kia ora I'm Brownwyn Glass, I'm at Botany Downs Kindergarten at Howick in Auckland. I'm an eFellow in 2011.
I was inspired to apply for an eFellowship because I dabbled in ICT, I'm not an ICT expert as I know some people are, but I'm an ICT learner. And as an older person going into the programme it was an issue for me, not being an expert, but in actual fact I've found that being a learner I've been inspired by those on the programme, has opened lots of new opportunities for me.
I also know from being involved in the Centres of Innovation programme that the research will have long term impact for me through relationships that are formed through this, that they will go on and become my learning peers. And so I have a vision for the future of excitement. I don't know what it is but it will be exciting.
My research question is how ICT helps to build community. And my interest is in particularly building community within the kindergarten and outside. So on a micro level and on a macro level as well. So it is also based in an emergent programme. So there wasn't actually a key that I was going to follow, but that would emerge. And that's exactly what happened.
So we're making connections through ICT and building out into our wider community through whatever means that become available.
We've had a child who was new to the kindergarten and he built, he wrote a story about something that intrigued him. He shared it with his previous kindergarten, he uploaded it to Youtube, he has filmed and narrated that movie. So he has actually created some status for himself within our own community but he has shared that with the wider community as well.
On a wider level we are Skyping with our local school and making connections through that. So they are also involved in, like Daniel's moving making and his movie premiere and things that are happening.
Our feedback from the community is that it has enabled, for instance, for Daniel for him to feel part of our local community and as a result of that so has his family, who were new to our community. And that has set him in good stead with his peers and established strong relationships within our community.
With the school it has built a wonderful ongoing community where we are in contact, every Thursday is Skype day and we share our news and they then come to our events and we go to their events. So our Skyping and that are just two actual small portions of what we are doing at the moment.
In the future I don't know where that's going to go because as technology emerges we are using new and different options that are coming, and becoming available. So I am hoping I am saying, I don't know where it is going, but as technology evolves we will embrace it and allow children to use that within their daily programme within the kindergarten.
The CORE Education eFellowship Awards recognise innovative e-learning practice by New Zealand teachers.
View more stories from CORE Education eFellows in the eFellows EDtalks channel
Next Generation Childcare Centre owner Maree Mosalen discusses her involvement in the ICT PL project, which focused on strengthening reciprocal communication and relationships for children, whānau, teachers and the wider community.
May Crichton discusses the process used to create Samoan language learning resources through ICT to support and extend children’s confidence with their language, which has actively encouraged both children and their families to speak Samoan at home.
North Beach Community Childcare had been operating for 25 years. After the February 22nd Christchurch earthquake it was clear they couldn’t return to their centre. This story explores what happens when temporary becomes long-term.
