Search

Leadership competencies in early childhood (EC) education present an intricate policy and practice landscape. This article provides insights into these complexities and shares a novel survey evaluation tool that can be used in services for identifying leadership competencies and gaps for ongoing professional development. The research employed a two-phase approach involving thematic analysis of governing documents and focus group interview data. This resulted in the development of five core domains of leadership competencies represented throughout a survey tool. The subsequent validation of the survey revealed both self-identified roles and demonstrated competencies among educators in Western Australian EC services. The article sheds light on discrepancies between perceived and observed leadership, suggesting the need for tailored professional development and succession planning. Insights into these dynamics contribute to a deeper understanding of effective leadership practices, offering a foundation for ongoing discourse and continual enhancement of leadership competencies in the context of EC education.

Across Australia, early years learning frameworks recommend digital technologies be integrated into early years centres. Introduced in 2009, the Early Years Learning Framework, requires educators to foster children's use of technologies for accessing information, investigating ideas, and representing their thinking. The National Quality Framework also encourages children to engage with digital technology for experimentation. Using a researcher created Digital Technology Activity Framework for early years centres, this study examined broad digital technology integration in a sample of Australian early years centres. Using desktop audits, interviews and observations, the study found that while digital technologies were widely embedded, there were significant opportunities evident for further promoting children's agency with devices. These findings suggest that to support children's achievement of learning outcomes with digital technologies, greater sector-wide professional learning and aligned resources in effective digital pedagogy and policy development would be valuable for both early years centre directors and educators.

The Emerging Technology Collection at Carleton University is a successful collaboration between three units on campus: the Library, the Discovery Centre for Undergraduate Research and Engagement, and Information Technology Services. The Emerging Technology Collection began as a pilot project in January 2015 to circulate Raspberry Pis and Arduinos at the request of faculty in the Engineering Department. Due to the success of the pilot project, the collection now provides access to over 70 pieces of technology equipment for loan to support experiential learning for students. Development and implementation of the Collection is discussed. The Emerging Technology Collection has provided a number of academic benefits, such as innovative student projects, outreach and faculty engagement, and community engagement. There have also been benefits for the Library including promotion of the Library collection, continuing education for Library staff, and significant usage of the Emerging Technology Collection. Some of the challenges faced during the development of this collection are analyzed, including the need to register certain products, maintenance and upkeep of the collection, damage and replacement costs, and promoting the use of emerging technology across disciplines. This successful project underscores the value of a shared space where different units on campus can work together to develop and deliver an innovative new service. Finally, this project demonstrates the value of innovation in academic libraries that are responsive to new developments and deliver useful services. Incorporating innovation into the organizational culture of academic libraries can be a challenge, but it is possible when Library leadership actively supports new ideas and services. La collection de technologie émergente à Carleton University est une collaboration réussie entre trois unités sur le campus : la bibliothèque, le centre de découverte pour la recherche et l’engagement au premier cycle ainsi que le service de technologie de l’information. La collection de technologie émergente a vu le jour comme projet pilote en janvier 2015 avec le prêt de Raspberry Pis et d’Arduinos suite à une demande des professeurs du département de génie. Compte tenu du succès de ce projet pilote, la collection comprend maintenant plus de 70 technologies disponibles pour l’emprunt afin d’appuyer l’apprentissage par l’expérience des étudiants. Le développement et la mise en œuvre de la collection sont présentés. La collection de technologie émergente fournit de nombreux bénéfices académiques tels des projets étudiants novateurs, la sensibilisation et l’engagement du corps professoral ainsi que l’engagement de la communauté. La bibliothèque bénéficie également grâce à une promotion de sa collection, la formation continue de son personnel et une utilisation significative de la collection de technologie émergente. Quelques-uns des défis à surmonter au cours du développement de cette collection sont analysés tels le besoin d’enregistrer certains produits, le maintien et l’entretien de la collection, les coûts pour bris et remplacement de produits ainsi que la promotion de l’utilisation de la technologie émergente parmi les disciplines. La réussite de ce projet souligne l’importance d’avoir des espaces partagés où divers services sur le campus peuvent travailler ensemble pour développer et offrir un nouveau service novateur. Enfin, ce projet témoigne l’importance de l’innovation au sein des bibliothèques universitaires qui répondent à de nouveaux développements et qui offrent des services utiles. Incorporer l’innovation dans la culture organisationnelle des bibliothèques universitaires peut être un défi, mais il c’est possible lorsque l’administration de la bibliothèque appuie de nouvelles idées et de nouveaux services.