This document summarizes the findings of a project that explored how technology can enhance learning, leadership, and professional connections in the early childhood education sector. The project involved dialogue with early childhood educators to discuss current technology use and recommendations. Key findings included that technology increases accessibility of professional development and networking, but comfort with technology varies. Recommendations included using technology to support informal learning models, providing guidance for new educators, and developing shared resources and standards for quality technology use in early childhood settings.

1. The Early Childhood Educator Fall 2015 25
Embracing Technology for Enhanced
Professional Connections, Learning, and
Leadership in the Sector
Christine Buttkus and Shawna Holmes
I
n this article, we share our find-
ings from a project that explored
how technology can enhance
learning and leadership in the ECE
sector. We discuss the relationship
between learning, networking,
and professionalism in the sector
and how technology can increase
our collective capacity. Finally, we
offer some additional suggestions
and questions for early childhood
educators and leaders to consider in
our collective effort to make high-
quality professional development
and connections more consistently
accessible in a way that offers more
choices to all ECEs in BC.
Our Project
Our project used a four-step pro-
cess. First, based on a preliminary
discussion with ECEBC Leadership
alumni in July 2015, we submitted a
proposal to Royal Roads University
(RRU). Our proposal and was one
of six projects approved. The project
team was made up of four learners
from Royal Roads University who
represented diverse professional
backgrounds including health,
education, human resources, and
early childhood education (infant-
toddler specialty). Second, we
prepared a preliminary literature
review and shared resources with
selected participants. As a third
step, we hosted one formal dia-
logue session. Finally, the project
team compiled the recommenda-
tions with additional research and
presented participants with a final
package containing a video presen-
tation and a paper report.
The formal dialogue included four
participants from diverse roles,
programs, technological expertise,
and locations throughout BC. The
participants were seasoned ECEs
who each represented multiple roles
in the sector that included front
line, community development,
post-secondary education, ECEBC
leadership,andrepresentativesfrom
ECEBC branches. ECE participants
and the project team engaged in
key questions designed to stimulate
conversation. The dialogue brought
the four researchers from across
Canada together with the four par-
ticipantsviaacollaboratecall,which
allowed us to share visual materials
and notes during our conversation.
The discussion was enthusiastic and
brought forth a variety of recom-
mendations. Participants reported
feeling pleasantly surprised by the
positivity expressed in relation to
the dialogue topic.
The concept of work-based learning
(WBL)resonateswiththeauthorsas
apotentialsolutionforthesectorand
one that lends itself to technological
support. For purposes of this article,
we are using Raelin’s model of WBL
(1997). WBL is a model designed
to integrate work with eight types
of learning in the midst of practice
as ongoing and evolving processes.
WBL combines forms of knowing,
theory, practice of learning, and
learningtolearnatboththeindivid-
ual and collective levels. (While we
cannotfullyoutlineallaspectsofthe
multi-faceted model in this article,
we highlight a few key elements.
Additionaldetailsareavailablefrom
our YouTube video and report.)
WBL may be formal or informal.
WBL is more than experiential
learning; work-based learning is
conceptualization,experimentation,
collectivereflection,andexperience.
Because WBL uses explicit and tacit
modes of learning, it is the closest
comparable learning experience to
children’s play. Informal forms of
WBLcanbeparticularlyeffectivefor
mid-careerandseasonedlearnersas
it provides learners with fulfillment
onvariedintellectualandemotional
levels.Wefeelthattechnology,when
combined with effective WBL and
leadership, can be very effective.
“Technology enhances face-to-face interaction.”
(Participant statement, in Buttkus. Ford, Holmes, and McNeill, 2015)

2. 26 The Early Childhood Educator Fall 2015
Newly graduated ECEs would
benefit from a stronger relation-
ship between WBL and technology.
When students graduate from their
programs and begin working in the
sector they often have a steep learn-
ing curve because they are expected
to absorb and master a great deal
in a short period of time. This is
compounded by the fact that when
an ECE graduates they are often set
free into the field with very little
guidance beyond their mandatory
500 hours of training. New ECEs
want induction support (Doan,
2014). To add to the uncertainty
of a new career, many ECEs do
not know of the Facebook/Twitter
accounts that ECEBC maintains.
Despite resource shortages in the
sector, we suggest that modest
changes can make a difference for
all ECEs and we outline examples
in the following sections.
Key Findings from Our Project
Virtual tools, such as online learn-
ing or meeting software and private
blogs, can help make professional
learning, networking, and com-
munities of practice more accessible
and interaction more consistent. In
reflecting on our project findings, it
became apparent that many ECEs
have embraced technology in the
workplace. At times perhaps that
change has occurred without ECEs
fully realizing it. Technology use in
the sector, as in society, is chang-
ing. ECEs who participated in the
project reported success in use of
online banking, Pinterest, blogs,
YouTube, and online grant appli-
cations. They use photographs to
document children’s learning and
make play-based learning more vis-
ible. Participants reported positive
feedback on technology use, such as
the webinars provided by the Cana-
dian Child Care Federation. ECEs
reported using Facebook groups to
interact with individual colleagues
and groups of ECEs.
ECEs’ comfort with technology is
mixed.Duringinformaldiscussions
we heard anecdotal comments that
suggested some ECEs find technol-
ogy stressful and that ECEs prefer
face-to-face interaction. During
the formal dialogue, we heard that
ECEsfindthemselvesatvaryinglev-
els of proficiency and comfort with
technology and some even felt that
technology was a dirty word in their
workplaces. However, there were
many successes to share and build
on. One participant, who is clearly
succeeding in using technology,
stated, “I feel like a bit of a failure at
using technology to see each other”
(August 24, 2015). As a result of the
dialogue, werecognizethattechnol-
ogy will be ever shifting and we will
need to get more comfortable with
the pace of change. When consid-
ering policy, we will want to think
with a view to the future. Lloyd sug-
gests that we consider information
literacy broadly enough to adapt to
engaging with information not yet
possible to imagine (Bradley, 2013,
p. 5). Lloyd is clear to state that
policy must go beyond the ability
tomanipulatespecifichardwareand
software (Ibid, p. 5).
Some frustration and urgency were
expressed by frontline ECEs who
aren’t able to access what they need
to stay connected. ECEs are feeling
a need to provide service to fami-
lies in ways that work for families
(e.g., text and e-mail). As project
participants envisioned more full
technology use in the sector (for
adults) by 2020, there was a hope
that work is already in progress to
make the shift because “five years is
soon” (Dialogue transcript, August
24, 2015). To summarize their feel-
ings: ECEs desire communication,
motivation, and interpersonal con-
nection. ECEs also desire a central
library for resources. Standardized
sharing could create coordination,
collaboration, and unity. A few sug-
gestions to increase idea sharing
includepodcastaccessandarecord-
ing library. Other ideas included
totally online conferences and the
ability to use technology to have big
discussions in the sector.
The definition of quality technol-
ogy in the field of early childhood
education and care (in Canada)
felt ambiguous to the ECE par-
ticipants. Standards of practice for
ECEs clearly reference technology
use (CCHRSE, 2010 & 2012). In
the United States, the National
Association for Education of Young
Children has created a document
exploring the issue of technology
(2012). The participants expressed
a great desire to use technology
to enhance interactions with col-
leagues, and to deepen connections,
engagement, and information shar-
ing throughout the sector. The field
is at a critical juncture in imple-
menting technology standards as
well as professional expectations.
During the formal dialogue the fol-
lowing examples were identified as
successes to build on:
Private blog coaching project.•
Blending technology with face-•
to-face interaction. One commu-
nity has blended technology with
face-to-face interaction in the
six modules of the Early Learn-
ing Framework Training. This
approach allows ECEs flexibility
to learn from home while also
getting face-to-face dialogue that
ECEs enjoy.

3. The Early Childhood Educator Fall 2015 27
ECEs have a big
desire to interact and
communicate, and the
digital world offers many
opportunities. Online
mentoring or resource
sharing could help both
new and established
ECEs to connect and
can help assess current
trends within the field.
Team meetings via Skype for•
families with special support
needs.
Electronic surveys and tools like•
Facebook allow diverse views to
be brought forward.
In one region, where participants•
can be six to seven hours apart:
“technology helps overcome
weather, reduces costs, and brings
people together to learn” (Partici-
pant, August 24, 2015).
Observations from the Field
Therearelimitedtechnologyoptions
availablefor ECEs inthe workplaces
andlimitedopportunitiestoexpand.
While technology can benefit the
workplace, employers also have
concerns about using technology
within the workplace. The concerns
focus primarily on confidentiality
and professionalism.
Personal technology is often used
in the workplace. Employers often
request ECEs to use cameras to
document events or learning expe-
riences, but the technology at
centres is often missing, out-dated,
broken, or without batteries. ECEs
often subsidize these areas with
their personal equipment, such as
cell phones or digital cameras.
ECEhaveabigdesiretointeractand
communicate, and the digital world
offers many opportunities. Online
mentoring or resource sharing
couldhelpbothnewandestablished
ECEs to connect and can help assess
current trends within the field. As
a general rule, idea sharing excites
ECEs. ECEs sign up for professional
development to learn and share
ideas often. Technology sharing
could engage more participants at
once and could even recruit those
who would typically shy away from
technology. If there are immediate
rewards, people are more willing to
learn something new.
Our project findings were consis-
tent with our key findings from a
search of scholarly ECE literature.
Technologically mediated learning
creates sustained education when
face-to-face learning is found to
be financially prohibitive (Stone-
MacDonald & Douglass, 2014;
2015, p. 131). Most ECEs reported
apreferenceofonlinetrainingwhen
facilitated by a trainer who helped
educators with both technology
and content issues, and supported
them to implement what they
were learning in their daily work.
(Stone-MacDonald & Douglass,
2014; 2015, p. 246). The research
offers us some suggestions about
how to embrace technology more
successfully.
What Does this Mean
for Leaders?
Embracing technology requires a
shift in leadership approaches. In
relation to educational technology
adoption, Ahmad and Raza found
that the selling and coaching style of
leadership was most effective (2011,
p. 112) along with the appropriate
support and modeling to allow
educators to become part of the
learning community (Ibid, p. 108).
On changing mindsets, Li offers
this advice:
It comes down to the incentives
the organization puts in place. The
organization rewards the behav-
iour it wants through recognition,
responsibility, or—as a last resort—
money. It doesn’t punish for non-
tweeting or non-blogging (that
would be counterproductive), but
non-performers go unrewarded.
When someone sees a benefit in
being more open and sees a reward
for doing so, behaviour tends to
change. (2010, Ch. 6, np)
Using technology can be a motiva-
tor for ECEs to undertake profes-
sional development credits in a
way that works with their lives and
schedules.
Project participants shared the
importance of using the right tools
at the right time, noting that there
are times when dialogue started on
social media needs to be shifted to
a personal discussion by phone or
a face-to-face interaction. Technol-
ogy is not yet fully embraced in the
sector. One participant noted that
after a lengthy time, Twitter had
only recently been approved for
use in her worksite. Anecdotally
we have heard that some centres
do not permit use of Facebook for
professional networking at work,
meaning that employees need to
use their own time and resources
after hours to network. There is a
need to explore policy barriers and
perhaps to work with managers on
supporting staff to use technology
as a time-saving method when this

4. 28 The Early Childhood Educator Fall 2015
is appropriate. Use of technology
needs to be ethical and to retain
appropriate privacy.
Throughout our discussion ECE
participants expressed some ques-
tionsandbarriers,beyondhardware
and software costs, which remain
unanswered in this preliminary
work.
What does quality technology•
look like for the sector?
Who owns some of the policy•
barriers in workplaces?
How do we help leaders and front•
line ECEs develop skills and stay
ahead of the pace of change?
How are other jurisdictions and•
sectors coping with similar chal-
lenges and questions in particular
with privacy concerns?
How can we stay connected and•
fulfil our connecting roles (inside
and outside our sectors, provin-
cially, nationally, and internation-
ally) with others who are using
technology and the big picture if
we aren’t using it?
What ECEBC is Doing to
Integrate Technology and
Project Recommendations
Over the past several years, ECEBC
has increased technology use.
ECEBC continues to support lead-
ership alumni in ongoing telephone
networking meetings, which par-
ticipants find to be supportive and
energizing, often resulting in collec-
tive actions being taken that benefit
the sector. ECEBC created a virtual
leadership lending library to make
resources more accessible and is
using social media more. Adopting
social media required design and
research of policies, learning, prac-
tise, and overcoming discomfort.
ECEBC is also exploring other pos-
siblepartnersandresourcesthatcan
assist with new technology.
ECEBC has begun integrating some
of the recommendations from the
project into plans for the 2016
LeadershipPre-Conference.Almost
immediately following this project,
the Leadership Pre-Conference
Planning Committee began to use
tools like Google Docs to speed up
brainstorming and editing during
ourplanningprocess.Asleaders,we
need to assess which technological
tools are most powerful in support-
ing learning during and beyond
our event. This has required us to
research options for webinars and
to negotiate consent from speak-
ers to record and share workshop
sessions.
Wehavereachedouttopost-second-
aryinstitutionswithagoalofengag-
ingstudentsinthepre-conferenceas
technological mentors and learners,
thus strengthening the relationship
between ECE students and the
sector. Leadership alumni are con-
necting with students at Northern
LightsCollegeinitswebinarspeaker
series as part of the Inclusive Care
and IT practica seminars. Some of
the unexpected learning is that new
technology may replace older tech-
nology and increase the quality of
our connections across the province
while potentially reducing some of
the costs of connecting (teleconfer-
ence vs. virtual meeting/webinar
technology). We understand that
embracing technology as a support
for leadership and learning will
require ongoing adaptation on our
part as an organization and as indi-
vidual leaders.
Why is the Topic of
Technology Use Important?
Access to mentoring and ongoing•
high-quality professional learn-
ing is minimal/not consistently
available.
Professional isolation may exist•
even in large centres. New gradu-
ates have a high degree of respon-
sibility, often with long hours on
the floor working with children
and families.
Due to shortages of licensed•
ECEs, even if an ECE can afford
to pay for professional develop-
ment opportunities there may be
no ability to replace him or her in
a program.
ECEs do not all have well-de-•
veloped technological skills or
exposure to technology.
Conclusions and Additional
Recommendations
Technological tools can be used to
meet work, leadership, learning,
and advocacy needs of the ECE
sector in a manner that is consistent
with ethical practice as outlined in
theECEBCCodeofEthics(ECEBC,
2008). Technology can be used in a
manner that fosters quality, learn-
ing, and well-being in the sector
whilekeepingthestrongvalueECEs
place on face-to-face interaction
and relationships. Technology is
essential to maintaining connec-
tions with ECE students and recent
graduates who are digital citizens.
Technology can save time by auto-
mating some routine administrative
tasks, thus allowing ECEs to focus
more quality time on children.
ECEs and leaders need to build on
the successes in the sector and con-
tinue to develop skills to integrate
technology effectively. We offer the
following suggestions for future
research and study:
How can technology be used•
to further enhance professional
connections?
What learning opportunities•
can support ECEs to better use
technology?

5. The Early Childhood Educator Fall 2015 29
How can we continue to develop•
e-mentoring?
Which partners (e.g., national•
organizations, provincial organi-
zations[includingbranches]post-
secondary institutions, licensing
agencies, etc.) should address
which issues within the bigger
picture of expanding the use of
technology in the sector?
How can we address some of the•
gaps and policy barriers?
How is the Canadian experience•
evolving?
As we strengthen our professional
networks in the sector, connect with
intention, and apply the ongoing,
collective learning strategies, the
professionalism of the ECE sector
will continue to evolve. Profession-
alism will also become more visible
more rapidly. By working together,
we can better keep pace with devel-
opments in the sector.
Christine Buttkus is contracted to
maintain connections that keep the
spirit of learning flowing across and
between ECEBC, its Leadership Ini-
tiative alumni, and the community.
Her research focuses on leadership
that improves outcomes for children
and youth.
Shawna Holmes is a licensed infant
and toddler early childhood educator
who works with children under three
in Kamloops. She is currently an MA
Interdisciplinary Studies learner at
Royal Roads University.
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Thanks to Alice MacGillivray for her
support and to the ECEBC Leader-
shipalumniwhoofferedtheirsupport
in the initial stage of this dialogue.
For more information:
ECEBC Leadership’s Face-
book Page containing the
YouTube link can be viewed
at: https://www.facebook.
com/Ecebc-Leadership-
149155261824990/.