Introduction
Digital Professionalism and Communication Policy refer to the professional education capability to use digital resources to document students learning and assessment progress, pedagogical leadership modeling capabilities, and adherence to professional ethics. Therefore, to define the requirement for future policy and outline the process of a policy development project, it is necessary to explore and study the abovementioned areas. This paper will summarize the findings related to legislation and regulation of quality practice and systems within ECE.
Digital Professionalism and Communication Policy
Firstly, the Digital Professionalism and Communication Policy focuses on teachers’ use of digital technology to document children’s learning processes. According to Halpenny (2021), documentation presents a primary source of gathered information or evidence to illustrate a process of the phenomenon. In education, pedagogical documentation is central to meaning-making, as it provides an opportunity to generate knowledge about the student from its collecting. Furthermore, documentation illustrates the development and changes in students’ interests. Thus, documentation allows a visual representation of students’ learning progress. The role of digital technology in pedagogical documentation is increasing the documentation’s effectiveness through an increased opportunity to capture children’s learning process. Technology devices, such as digital cameras, smart tablets, and video recorders, present the most effective tools for pedagogical documentation with materials that can be easily stored, organized, and distributed to parents. Furthermore, digital technologies can improve the development of children’s observation and listening skills through the use of devices such as video recorders and digital cameras. Thus, the new policy should feature technological media operating requirements for teachers to ensure the efficient use and storage of pedagogical documentation and the successful development of student observation and listening skills.
Next, considering the aspect of pedagogical leadership in the development of Digital Professionalism and Communication Policy, pedagogical leadership presents ethical which can promote positive change in professionals’ use of digital technology through modelling. The case details indicated that one of the teachers regularly shares information about her professional activity on social media, which poses a security breach threat. Pedagogical leaders inspire positive change by providing ethical guidance to other professionals. In particular, the Waniganayake et al. (2017), suggested that leaders can expose staff to ideas and perceptions, which can raise their awareness of professional responsibilities and the possible consequences of their actions for professional activities. Furthermore, encouraging positive communication between staff and the creation of professional networks can positively influence teachers’ professional development. Thus, instead of regulatory standards, the new policy project will need to feature measures focused on encouraging adherence to the professional code of ethics through promoting pedagogical leadership and experience exchange between professionals.
Lastly, exploring the existing professional standards and codes of ethics can significantly improve the policy’s adherence to modern requirements. For example, the Early Childhood Australia (2016) Code of Ethics requires building collaborative relationships with colleagues based on trust and respect and acting in ways that advance professional interests. Furthermore, the document recommends using assessment and reporting systems to benefit children’s learning. Next, considering the use of digital documentation, the code also requires professionals to ensure that the digital documentation featuring images of children is stored and utilized in accordance with legislative requirements (ECA, 2016). Furthermore, the National Quality Standard developed by the Australian Children’s Education & Care Quality Authority (2018) requires educators to be aware of their responsibilities in identifying risks to children’s safety. Thus, it is necessary to integrate the existing legislative professional standards requirements into the new policy to meet the modern safety standards.
Conclusion
In conclusion, regulatory requirements in the policy will allow the promotion of digital technology devices in pedagogical documentation to ensure its effectiveness and in the learning process to benefit students’ progress. Ethical requirements in the policy are presented by prioritizing pedagogical leadership and professional experience exchange between staff, which will positively influence professional communication and inspire positive changes. Lastly, the paper explored the legislative base and defined which requirements should be integrated into the new policy to ensure children’s safety.
References
Australian Children’s Education & Care Quality Authority. (2018). National Quality Standard. Web.
Early Childhood Australia. (2016). Code of Ethics. Web.
Halpenny, A. M. (2021). Capturing children’s meanings in early childhood research and practice: A student guide. Routledge.
Waniganayake, M., Cheeseman, S., & Frenech, M. (2017). Leadership: Contexts and complexities in early childhood education. Oxford University Press.