By Michael Hilkemeijer
A Journey into Digital Play
Digital technology in early childhood education is more than just using devices; it’s about fostering digital literacy through meaningful activities. As Mia discovered, integrating digital literacy activities for preschoolers is a vital part of modern teaching, especially as digital learning for preschoolers becomes increasingly essential. This blog explores how to support digital play in the early years, showcasing practical examples and membership activities designed to develop digital fluency.
Mia, an enthusiastic early childhood educator, was on a quest to find digital literacy activities for her preschoolers. Frustrated after browsing countless online resources that lacked depth and structured support, she landed on this blog and discovered a free sample lesson plan. As she examined the lesson, Mia noticed several key differences that set it apart from others she had encountered:
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Clearly defined digital skills and outcomes
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Step-by-step guidance aligned with early learning frameworks
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Practical tips for classroom implementation
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Integrated support for planning and reflecting using the workbook
This sample plan was different from the generic online activities that often missed educational alignment or lacked practical classroom guidance. Intrigued by the quality and structure, Mia decided to trial the ICT in Education Teacher Academy membership to access more of these high-quality resources.
Inside the membership, Mia found not only a comprehensive library of digital literacy activities but also ECE workshops that deepened her understanding of the pedagogical theories behind them. The membership provided the structured, theory-informed approach she needed, allowing her to make informed decisions while planning digital play in her classroom. Mia knew she had found the right place to support her journey towards integrating digital literacy with confidence.
When Mia, a passionate early childhood educator, joined the ICT in Education Teacher Academy, she was determined to make digital literacy a fundamental part of her preschoolers’ learning. Initially, Mia felt overwhelmed by the vast array of digital tools and resources. However, as she explored the membership, she discovered structured digital literacy activities specifically designed for preschoolers. These activities not only engaged her young learners but also helped them develop essential digital fluency. Mia’s journey began with exploring the concept of digital technology in early childhood education, a journey that would later transform her teaching approach.
How Can Digital Technology Enhance Play in Early Childhood?
When Mia began exploring the role of digital technology in ECE, she was initially overwhelmed by the vast possibilities. She wanted to find meaningful ways to incorporate digital tools into her preschool classroom. Through the ICT in Education Teacher Academy membership, Mia learned that digital technology and education go hand in hand, especially in the early years.
In early childhood education, technology for preschoolers needs to be carefully selected and integrated to support development rather than detract from hands-on experiences. The use of digital technology in education, especially in early childhood and technology-focused settings, requires thoughtful planning and a focus on play-based learning.
Digital technology examples in the classroom include interactive whiteboards, tablets, programmable toys like Bee Bots, and digital cameras. These tools not only facilitate engagement but also foster skills such as problem-solving, communication, and creativity. Technology use in early childhood education can range from storytelling apps to coding activities, each offering a way to build digital literacy while encouraging exploration and discovery.
One key insight Mia gained was understanding how technology in early childhood classrooms can support digital technologies and learning in the early years. Using technology in childcare should complement physical and social activities rather than replace them. For instance, using technology in early childhood education can include documenting children’s creative projects using digital cameras or programming simple movements on a Bee Bot to support spatial awareness.
The role of digital technology in education goes beyond merely operating devices. It’s about integrating technology in a way that enhances learning outcomes. For Mia, this meant using technology in childhood education to enrich rather than overwhelm. Technology in early education should be interactive, purposeful, and designed to support children’s natural curiosity.
As Mia progressed through the membership, she learned to view ICT in early childhood education not just as a set of skills but as a mindset. Understanding how technology is used in early childhood education helped her plan activities that combined physical play with digital exploration. Technology in early years education became a tool for creative problem-solving rather than a distraction.
Mia’s biggest takeaway was realizing that digital technology for education is not about giving children more screen time but about using technology intentionally. What is digital technology in education? It’s an approach that blends traditional learning with digital experiences, guiding children to use technology as a tool for discovery. The membership helped Mia discover practical examples of technology in early childhood education, helping her see how digital tools can support literacy, numeracy, and creative expression in playful, engaging ways.
Digital technology plays a vital role in modern education, including early childhood settings. From interactive whiteboards to programmable toys, technology in early childhood education is a dynamic and evolving field. Educators must understand how to integrate digital tools in a way that supports learning outcomes while fostering creativity, problem-solving, and digital fluency.
In the early years, technology serves as a medium for exploration, play, and discovery. Digital technology examples in the classroom include tablets, Bee-Bots, digital cameras, and interactive apps. These tools help children engage with content interactively, fostering early literacy, problem-solving, and collaboration. Technology in early childhood education should be purposeful, accessible, and relevant to the children's everyday experiences.
Mia realized that to effectively support digital play, she needed a structured approach. The membership provided her with digital literacy activities that aligned with early childhood educational practices, ensuring that technology became an integrated part of her pedagogy rather than a separate add-on.
What Does Digital Literacy Look Like in Early Childhood Play?
Digital storytelling in early childhood education is one of the many ways technology can support literacy and communication skills. Through activities such as using digital cameras and creating multimedia stories, children learn to combine visual, textual, and audio elements. Mia discovered that integrating digital literacy activities for preschoolers helps develop not only digital skills but also critical thinking.
Digital literacy in early childhood education goes beyond knowing how to operate a device. It involves understanding how to use technology creatively and critically. In early childhood education, digital literacy means helping children use digital tools to express ideas, solve problems, and explore the world. It’s about fostering skills such as basic computer operations, digital storytelling, and using digital cameras for exploration.
For Mia, developing digital literacy was not just about teaching her students how to use a device but guiding them to think critically about how technology supports their learning. Digital literacy in early childhood education encourages children to become confident technology users, preparing them for a digital future.
How Can Digital Literacy Activities Transform Digital Play?
One of the most valuable aspects of the membership for Mia was the extensive collection of digital literacy activities for preschoolers. These activities are specifically built to develop fundamental digital skills while engaging children in playful and meaningful learning experiences.
The workbook provides clear guidance on how to incorporate each activity into the curriculum, making it easy to align with early learning goals.
Below is a curated list of some of the most impactful activities provided in the membership, including the digital skills they develop and how they connect to the workbook directions:
Colouring in Blank Images (EYLF 5.5)
Description: Children use a drawing program to color images they find online. They develop skills in using digital drawing tools, including color selection and digital manipulation.
Digital Skills Learned:
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Using digital drawing tools
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Color selection and digital manipulation
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Experimenting with digital art
How Digital Literacy is Achieved: This activity encourages children to engage with digital drawing tools, fostering creativity and the ability to manipulate visual content, which are key aspects of digital literacy.
Workbook Reference and Role: The workbook guides educators on integrating this activity into creative play sessions, providing practical strategies for digital art exploration (refer to Creative Development ECE Lesson Plan 1).
Bee Bot Dancing (EYLF 4.5, 5.5)
Description: Children program Bee-Bots to dance, developing coding skills and spatial awareness. They also learn to sequence movements through trial and error.
Digital Skills Learned:
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Basic programming and coding
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Sequencing and problem-solving
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Spatial awareness
How Digital Literacy is Achieved: By controlling programmable toys, children learn to apply basic coding concepts, fostering computational thinking and digital problem-solving abilities.
Workbook Reference and Role: The workbook provides guidance on designing dance patterns and integrating coding concepts into creative play (refer to Bee Bot Dancing ECE Lesson Plan).
Speech Bubbles & Digital Storytelling (EYLF 5.5)
Description: Children take photos and add speech bubbles using digital publishing software, enhancing language and communication skills. They learn to express ideas visually and textually.
Digital Skills Learned:
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Digital photography and image manipulation
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Adding text to images
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Combining visual and textual storytelling
How Digital Literacy is Achieved: This activity supports children in using digital tools to communicate ideas creatively, blending visual literacy with digital content creation.
Workbook Reference and Role: The workbook offers templates and step-by-step instructions for setting up this activity, emphasizing language development through digital storytelling (refer to Language & Communication and Creative Play - Speech Bubbles).
Digital Nature Walk (EYLF 4.1, 4.2)
Description: Children use digital cameras to capture images of nature, developing observation skills and digital documentation abilities. They also learn basic photography techniques.
Digital Skills Learned:
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Using a digital camera
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Capturing and saving digital images
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Observing and documenting natural elements
How Digital Literacy is Achieved: Children learn to use digital cameras as tools for recording observations, fostering awareness of technology's role in exploration and data collection.
Workbook Reference and Role: The workbook includes guidance on preparing nature walks and documenting observations, emphasizing the integration of digital tools in outdoor learning (refer to Digital Nature Walk and Photography Lesson Plan).
Abstract Art with Bee Bot (EYLF 5.5)
Description: Children attach markers to Bee-Bots to create abstract patterns, developing fine motor skills and spatial reasoning. They explore how movement and color interact.
Digital Skills Learned:
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Programming movement with Bee Bots
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Creating visual patterns with technology
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Understanding motion and its artistic application
How Digital Literacy is Achieved: This activity fosters creative problem-solving by integrating coding with art, promoting digital creativity and hands-on engagement with programmable toys.
Workbook Reference and Role: The workbook offers instructions on facilitating this creative coding activity, connecting programming with artistic expression (refer to Drawing with Programmable Toys).
Taking Apart a Computer (EYLF 4.4)
Description: Children disassemble a non-working computer, developing problem-solving skills and an understanding of hardware components. They learn to identify different parts and their functions, fostering curiosity about digital devices.
Digital Skills Learned:
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Identifying computer hardware components
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Understanding basic digital device functions
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Problem-solving and critical thinking
How Digital Literacy is Achieved: By exploring the inner workings of a computer, children develop foundational knowledge about how digital devices operate, which is essential for building digital literacy.
Workbook Reference and Role: The workbook provides safety guidelines and discussion prompts for safely conducting this activity, fostering hands-on exploration and critical thinking (refer to Problem Solving Activity - Taking Apart a Computer).
Identifying Technology in the World (EYLF 5.5, 2.1)
Description: Children identify technology in the classroom and map out the location of hardware items, fostering awareness of how technology is used in everyday environments.
Digital Skills Learned:
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Recognizing various digital devices
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Mapping and labeling classroom technology
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Understanding technology's role in learning spaces
How Digital Literacy is Achieved: This activity builds digital literacy by helping children recognize and categorize digital devices, promoting an understanding of technology integration in daily life.
Workbook Reference and Role: The workbook directs educators to mapping and labeling activities, offering strategies for technology exploration in classroom settings (refer to Identifying Technology in the World Lesson Plan).
Bee Bots - Language & Communication (EYLF 4.5, 5.3, 5.5)
Description: Children use programmable toys to spell out letters, fostering problem-solving, language, and sequencing skills as they navigate the Bee Bot to form words.
Digital Skills Learned:
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Coding and directional sequencing
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Language and communication through programmable movements
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Problem-solving and spatial awareness
How Digital Literacy is Achieved: This activity combines language development with coding, allowing children to actively engage in both literacy and computational thinking.
Workbook Reference and Role: The workbook includes guidance on setting up programmable toy activities, integrating language skills with digital exploration (refer to Bee Bot Language & Communication Lesson Plan).
| Digital Literacy Skills | Membership Lesson Plan/Activity | Digital Pedagogy Example |
|---|---|---|
| Basic computer operations | Colouring in Blank Images, Creative Name Writing | Developing foundational digital skills through interactive drawing and text formatting |
| Using commonly used programs (e.g., drawing software) | Colouring in Blank Images | Fostering creativity by experimenting with digital art tools and color selection |
| Programming and coding | Bee Bot Dancing, Bee Bots - Language & Communication | Teaching basic coding concepts through movement sequencing and programmable toy control |
| Using digital storytelling apps | Digital Storytelling | Combining multimedia elements to create cohesive narratives, enhancing digital communication skills |
| Digital photography and image manipulation | Speech Bubbles & Digital Storytelling, Digital Nature Walk | Capturing and editing images to document and communicate ideas through digital media |
| Creating visual patterns with technology | Abstract Art with Bee Bot | Integrating coding and visual creativity to understand movement and spatial reasoning through programmable toys |
| Capturing and saving digital images | Digital Nature Walk | Using digital cameras for observation and documentation of the natural environment |
| Using video conferencing tools | Video Conferencing | Enabling real-time digital communication with peers to build social and digital interaction skills |
| Identifying digital elements in texts | Collecting Books with ICT | Exploring how technology is represented in literature, fostering media literacy |
| Understanding basic digital device functions | Taking Apart a Computer | Learning about computer hardware and functionality through hands-on exploration and problem-solving |
| Creating multimedia presentations | Digital Images, Literacy, and Narratives | Integrating text, images, and audio to construct narratives, promoting multimedia literacy |
Member Story: Applying the Activities
Mia discovered that the best way to access the digital literacy activities was through the ECE Workshop within the membership. This workshop not only provided the activities but also taught her the underpinning educational theories to ensure successful implementation. By attending the workshop, Mia was able to understand the reasoning behind each activity and how it contributed to developing digital literacy in young learners.
Alternatively, Mia could also choose to download the activities directly from the Preschool Technology Activities section, which she accessed through the Members' Library. The workbook ensured that even if she chose this more direct approach, each activity still contributed to a milestone in the Technology Integrator’s Learning Journey to Transformation. The structured guidance and practical support made Mia feel confident and empowered in her teaching journey.
As Mia explored these digital literacy activities, she found that integrating them into her curriculum became easier with the help of the membership workbook. She used the workbook’s planning templates to map out learning intentions, and the community discussions helped her tailor activities to her specific classroom context. Mia realized that digital literacy was not just about activities but also about fostering digital fluency in her students. She focused on balancing skills (like basic computer operations) with experiences (like using digital storytelling to enhance literacy).
Digital Literacy in Education: Building Foundations for the 21st Century
Mia’s journey through the ICT in Education Teacher Academy membership opened her eyes to the broader importance of digital literacy in education. As an early childhood educator, she realized that building digital literacy skills in the early years was essential for preparing students for future learning. In Australia and beyond, digital literacy is recognized as a fundamental skill for students, fostering critical thinking, communication, and creativity.
Digital literacy essentials include the ability to use technology effectively, understand digital content, and critically engage with information. For both students and teachers, building these skills in the 21st century is crucial. Digital literacy in early childhood education emphasizes not only familiarity with technology but also the ability to use it as a tool for learning and problem-solving.
Mia found that digital literacy in the classroom involved more than just teaching children to use devices. It encompassed creating opportunities for them to apply technology meaningfully—whether through digital storytelling, interactive coding activities, or exploring digital images. Digital literacy for teachers involves integrating these practices in a way that aligns with curriculum goals while also promoting digital fluency.
One key question Mia often considered was: What is digital literacy in the early years? She learned that digital literacy in early years settings focuses on foundational skills, including basic computer operations, digital storytelling, and using multimedia to express ideas. Digital literacy for students means building the confidence to use technology creatively and responsibly, preparing them for primary school and beyond.
Through the membership, Mia also discovered how to pose digital literacy questions for students to prompt reflection and critical thinking, such as:
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How do we use technology to tell stories?
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What makes a good digital image?
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How can we use a Bee Bot to show directions?
Building Digital Literacy Skills: A Framework for Early Childhood Education
As Mia continued to explore digital literacy through the membership, she recognized the importance of a structured approach to developing these skills. The workbook provided a digital literacy skills checklist, helping her track the progress of her students as they moved from basic interactions with digital devices to more complex, purposeful uses.
Digital literacy skills for the 21st century include:
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Basic computer operations
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Creating multimedia presentations
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Coding and programming
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Digital storytelling
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Using video conferencing tools
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Recognizing digital elements in texts
Mia also learned that digital literacy skills for teachers are equally important. By understanding how to facilitate digital literacy activities, teachers become role models for effective technology use. The digital literacy skills framework within the membership outlines how each activity aligns with educational goals, helping Mia feel confident in her approach.
An important insight Mia gained was the difference between digital skills vs digital literacy. Digital skills involve using specific tools and applications, while digital literacy encompasses a deeper understanding of how to use technology effectively and ethically. The membership activities provided the balance needed to build both aspects, fostering digital fluency in a structured and meaningful way.
By embedding digital literacy into her daily teaching practice, Mia felt empowered to prepare her students for the digital demands of the 21st century. The structured activities, combined with the community’s support and the workbook’s guidance, transformed her approach to early childhood education.
Digital fluency in early childhood education is about children confidently using digital tools to create, communicate, and explore. In Mia’s classroom, digital fluency looked like children using digital cameras to document their play or programming Bee-Bots to navigate a story map. Digital fluency is cultivated through both structured activities and open-ended exploration.
The membership helped Mia see how to develop both skills and experiences that foster digital fluency. The structured activities provided a foundation, while the community insights helped her adapt these activities for more meaningful engagement.
Why Is Membership Essential for Supporting Digital Play?
The ICT in Education Teacher Academy membership offers much more than just digital literacy activities. It provides a comprehensive support system that enables early childhood educators to develop digital pedagogy tailored to young learners. Here’s why becoming a member is essential:
Key Membership Features for Digital Literacy Development:
| Feature | Description | Benefit |
|---|---|---|
| ECE Workshops | In-depth sessions covering digital pedagogy and effective strategies for integrating technology in play-based learning. | Builds confidence in using digital tools intentionally to enhance learning outcomes. |
| Members' Library | A curated collection of high-quality digital literacy activities and lesson plans for various age groups. | Provides quick access to practical, classroom-ready resources. |
| Membership workbook | A structured guide to plan, implement, and reflect on digital literacy activities. | Supports intentional teaching and tracks progress in digital fluency. |
| Technology Integrator’s Journey | A framework guiding educators from initial implementation to transforming digital pedagogy in early years education. | Helps educators move beyond basic digital skills to creating impactful learning experiences. |
| Community Support | Access to a network of educators sharing ideas, solutions, and feedback on technology integration. | Enhances professional growth through collaborative learning and peer support. |
| Wisdom Question Tool | A platform for asking specific questions and getting practical answers from experienced educators. | Saves time and provides insights tailored to real classroom scenarios. |
Why Choose the Membership?
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Structured Learning Path: The workbook ensures that each activity is not just a one-off task but part of a continuous journey towards building digital fluency.
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Expert-Led Workshops: The workshops are crafted by experts to help educators understand the theory behind the practice, ensuring that activities are not only engaging but also educationally sound.
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Ongoing Support: Whether through the community or the Wisdom Question Tool, members are never alone in their journey to integrate digital literacy effectively.
Mia found that the membership gave her the structure and resources she needed to transform her approach to digital play. It wasn’t just about downloading activities; it was about building a mindset that positioned technology as an integral part of early learning. With the membership, she moved from feeling overwhelmed to confidently guiding her students towards digital fluency.
The ICT in Education Teacher Academy membership offers a structured approach to developing digital literacy. The workbook, community support, and curated activities give educators like Mia the tools to enhance digital play and literacy. Mia’s journey from feeling overwhelmed to confidently integrating digital literacy is a testament to the transformative power of structured support.
How Will You Support Digital Play in Your Classroom?
How are you currently supporting digital play in your early childhood setting? Becoming a member could transform your approach to integrating digital literacy, just as it did for Mia. Join us and start your journey towards embedding digital fluency in your teaching today!