The framework helping Sharon from Storypark navigate AI literacy

Today’s digital landscape and the many different tools we now have available to us in ECE, brings to mind the saying “it’s tough to keep up with new technology and be a change agent”. There’s a sense that not only do we have to comprehensively understand tools like artificial intelligence (AI) but also need to be implementing them at the exact same time!

 

I sat down with Storypark’s Head of Pedagogy, Sharon Carlson, to understand her technology journey, her thoughts on how ECE services might approach AI, what AI literacy could look like in ECE and what excites her most.

 

Sharon (far right) has an extensive history of considered thinking and adoption of digital tools in ECE. If anyone knows about how to take a step back from the hype and understand the potential of tools, matching excitement with deep understanding of both pedagogy and educators, it’s Sharon. Spoiler alert, she has a great framework up her sleeve that we’ll share with you – it’s perfect for thinking about how a team of educators can adopt any technology, but especially AI tools.

 

Sharon’s technology journey

 

Reflecting on her experiences with emergent Information and Communication Technologies (ICT) when she was based in an ECE service, Sharon can see strong similarities with the present. At that time, she recalled noticing the potential of tools such as computers, voice recorders and digital microscopes to both enrich children’s  interests and engage them in meaningful experiences to support and deepen their learning. Instead of creating an isolated computer space within her centre, she was thinking about how to integrate technology into the daily programme, for example encouraging children to use video books and photo stories to express their learning. This thoughtful approach aimed to enhance, rather than distract from, the educational experience.

 

Her interest expanded when she was invited to facilitate a nationwide ICT research project in Aotearoa New Zealand, collaborating with educators to develop tailored strategies for integrating technology into their practices. This initiative considered the importance of children’s safety as well as purposeful, intentional use, ultimately leading to a significant research document that highlighted successful methods for incorporating ICT in early childhood settings.

This three-year journey saw significant shifts in thinking and practices across all 60 ECE services, I witnessed educators move from uncertainty to open mindedness and the ability to see further opportunities to utilise ICT across their programme. ICT went from being in the office gathering dust to being readily available in the centre for all to use. I also witnessed children becoming the experts and supporting their peers and educators to use various programmes and equipment. This research had become truly transformational.

Applying the Concerns-Based Approach Model to AI use

 

With the more recent rise of AI, Sharon has been feeling a sense of deja vu seeing the growing interest in integrating AI tools in ECE. A clear challenge is evident: how to not lose the essential human touch in our work with children and acknowledge that everyone is on their own AI literacy journey? Sharon also emphasised the need for a clear purpose behind any technology use in education, seeing tools not as the end goal in themselves.

While AI can surface fresh perspectives, it should always support rather than replace the genuine connections educators build over time with the children in their care, and their families.

Sharon introduced me to the Concerns-Based Approach Model or CBAM, a framework created to help educators assess their readiness and approach to integrating technology. She used CBAM extensively while considering how to successfully incorporate ICT in early childhood settings. It’s particularly useful in helping educational leaders and change facilitators ensure that professional learning activities are planned with individual, relevant learning needs in mind.

 

The Concerns Based Approach Model

While some are excitedly adopting AI and have seen the benefits already, others are not even sure about its place in ECE. The CBAM allows educators to gauge where they currently stand in their journey and encourages thoughtful progression based on individual comfort levels. Sharon emphasised recognising within your own team that it’s likely not everyone is at the same stage, but that understanding these differences can foster a more supportive environment.

 

Together we explored what a CBAM might look like if applied to the use of AI tools in ECE.

 

– The first three ‘yellow’ steps are focused on the individual, with an emphasis on the use of “I”, as in “I am unsure about using.”

 

– The middle ‘green’ stage (management) is focused on mastery of adoption to the point where the use of the tools becomes routine and easier to do, with the emphasis changing to focus on the activity, and not on self.

 

– The last three ‘blue’ stages are focused on the results and impact of the activity. There is also a level of inquiry, innovation and exploration.

 

CBAM as applied to the adoption of AI tools in ECE

 

I asked Sharon how a team who is thinking about AI might use the CBAM – we developed a downloadable chart for services, showing the stages, emphasis and strategies from the model as applied to the adoption of AI tools in the sector:

“Try introducing the CBAM at a team meeting and having a discussion about it there, asking people to self-review after the meeting –  ‘where do you think you’re at currently?’ Each one of your team is likely aware of what barriers are stopping them from getting to where they want to be or the next step up. Then come back and have some 1:1s to check in (because not everyone’s open to sharing the fact that they’re still at the beginning). Introducing it as a team is important as everyone’s then got a common understanding. It’s an approach that I found quite useful, but then adding that more personalised approach to how you can support each educator.”

 

We’d both love to hear your feedback on the use of the CBAM in your service and thinking about AI tools, as well as any other helpful frameworks you might be using!

 

Excitement about artificial intelligence in ECE

 

Being considered and thoughtful about AI implementation doesn’t mean Sharon isn’t also excited about the possibilities. She sees the ability for AI to enhance mentorship and provide personalised support for educators at all levels as an exciting benefit arising in ECE at the moment. “AI could really serve as a valuable resource, offering fresh ideas and perspectives while assisting educators to navigate complex situations.”

 

Sharon provided additional perspective, saying, “there have been some products like ChatGPT that I’ve been playing and experimenting with. It’s important to remember that any tool is really only as good as the user to a degree. We should be asking the questions;

 

• What’s the purpose of it [at our service/organisation]?
• How authentic is the AI-generated content?
• What data are we sharing?

 

These questions won’t stop services from exploring the potential of AI tools but will help them stay committed to their purpose and values.

 

Practical next steps for educators and services

 

For educators and services considering the adoption of AI, Sharon advised starting with personal research and exploration. “Joining discussion groups like those on Facebook can provide valuable insights, but it’s crucial to layer that with a critical assessment of what might work best for your unique community as well.”

 

Experimentation with AI should be approached thoughtfully, especially where children’s data is concerned. Establishing sound policies and involving parents in the conversation about data sharing is essential for a responsible approach to technology.

 

For services interested in exploring the concerns based approach model to explore AI tools, we’ve developed a short resource you can print and share with your teaching team.

 

Hearing Sharon’s thoughts and personal journey also helped me reach a new understanding of how technologies can enhance educational practice while maintaining the authenticity of teaching and documenting when we approach them the right way!

 

At Storypark, we’re committed to investigating the potential of any tools that can help us tackle the big challenges the sector faces. As our CEO Jamie advocates, “at the end of the day, it’s about creating better outcomes for children, educators, and communities.”

 

This post was first shared by the Storypark team. Find the original here.