Policy Summary
The policy on Digital Professionalism and Communication represents a crucial add-on to the current efforts in the field of collaboration. The Code of Ethics provided by Early Childhood Australia (2016) suggests that professional interests have to be founded on trust and respect. It shows that the learning process could be enhanced via reporting and assessment systems intended to facilitate the aforementioned collaboration. The quick transition to a much more digitalized world allowed professionals to align their actions against the latest legislative requirements in the field of the use of innovative tools (Australian Children’s Education & Care Quality Authority, 2018). This is why the policy also considers the importance of holding educators responsible for their actions aimed at the risks and safety of the children. This is where the Digital Professionalism and Communication Policy meets modern standards and associates them with professional activities in the field of education.
Digital Professionalism and Communication Policy revolve around adhering to professional ethics, using digital resources, and the thoughtful application of educational leadership. Student learning and assessment should be regulated by such policies in order to provide educators with an opportunity to measure progress both quantitatively and qualitatively (Australian Children’s Education & Care Quality Authority, 2018). Policy development is a complex process that requires thorough investigation and data review. The existing regulations inform positive practices that must be reinforced and improved for the government to compile pedagogical documentation and deploy relevant technologies. Thus, policy effectiveness depends on students’ progress and the seamlessness of the learning process (Halpenny, 2021). Speaking of ethics, the key priority is establishing appropriate leadership and having all staff members recognize the need for positive change and professional communication (Early Childhood Australia, 2016). Children’s safety will be achieved through the interface of integrating all required points into the updated policy.
Policy SWOT Analysis
Digital Professionalism and Communication Policy Strengths
- The policy can be expected to facilitate the process of communication between educators and students’ families.
- Flexibility is going to become one of the key sources of innovation within a digitalized educational environment.
- Educators will make informed decisions regarding the use of technology and share their experiences with other related actors from the field of education (Australian Children’s Education & Care Quality Authority, 2018).
- A digitalized educational infrastructure will be developed with an eye on the concepts of easy access and inclusivity.
Digital Professionalism and Communication Policy Weaknesses
- Digital professionalism remains a rather unclear concept due to the absence of legally supported definitions.
- Educators cannot fully rely on technology throughout the process of interacting with children (Halpenny, 2021).
- The lack of backups could have a destructive influence on the educational process, as all the progress made by students would be lost.
Digital Professionalism and Communication Policy Opportunities
- Digital instruments could be utilized to motivate children to investigate and learn
- .A much more supportive learning environment might be established via professional development opportunities explored by teachers (Early Childhood Australia, 2016).
Digital Professionalism and Communication Policy Threats
- The lack of adequate confidentiality measures might spoil the image of technology in the field of education (Australian Children’s Education & Care Quality Authority, 2018).
- Without informed consent regarding children’s identities being utilized across various social media platforms, it will be impossible to personalize services and establish a positive relationship between parents and educators.
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.