The development of online learning within tertiary education institutions has produced a number of new tools and led to a re-thinking of many of the assumed roles that lecturers and students play within the scope of learning. This issue of He Kupu begins with an interview with Tabitha Roder where some of these ideas are discussed in depth with reference to Web 2.0 and the Moodle management system. Tabitha usefully outlines some of her work in setting up e-learning platforms in a variety of organisations. In her work Tabitha has found that there are a number of important aspects to any successful implementation of an e-learning system. The value of developing a sense of trust between staff in the evolution of the e-learning platform is seen as pivotal in staff seeing the system not as one that is imposed but one that can be developed by staff according to their local circumstance.

The need for staff involvement is examined in Karin du Plessis’ paper reflecting on the preparation and experience of online teaching for staff. The paper demonstrates the need for adequate time for developing a familiarity with the learning tools and the content of the papers to be taught. The need for expert support both initially and also in the follow-up phase was seen as something that can be overlooked in the wish to allow staff to become independent in their role as online educators.

Student preparation is the focus for Vivienne Hogan and Anne Grey’s paper. They report on the ethical dilemmas faced in developing a Digital Video Disc (DVD) for use in student preparation prior to their first teaching practicum. The need not only for good technical support in making the DVD but for developing with the early childhood centre an ethical code of practice was seen as essential. The paper goes on to outline the means by which this was effected and the questions that still remain in undertaking and making this important resource for student teachers.

Returning to work directly in the centre Yu-Yuan Lee and Satomi Izumi- Taylor examine the current fascination with and commitment to information technology in Taiwan. Making reference to government initiatives to increase usage of information and communication technology in early years education they point to the way in which video games are seen as resource in the development of cognitive skills and social learning.

Sean Dolan in his paper Forming communities of learners: The culture and presence of asynchronous discussion groups, looks at the literature on a number of aspects of social networking touching on social presence, cognitive presence, teaching presence and culture. Sean goes on to examine some of the other theories in this field including dynamic social impact theory and its value in examining how interaction can be analysed in an online discussion. In a valuable explanation the paper goes on to consider terms such as clustering, convergence of thought and correlation or sharing of schema. Consolidation and continuing diversity round off this useful reference to ways of reading online interrelationships.

The student voice features an interview with Rachel Lincoln a member of staff at New Zealand Tertiary College who is also taking an honours course in education at the University of Auckland. Rachel describes her journey in learning, discovering ways to see multiple perspectives on culture, learning and how others learn.

In the previous edition of He Kupu the need for critical thinking in online learning as an essential aspect in developing meaning making in this environment was discussed. This edition provides examples of work that is ongoing in this area and is being seen as a viable way forward in this age of technological innovation. As Ron Oliver (2008) states, we are now at a time when students need to spend more time engaged in their studies where they can overcome a “…passive behaviour pattern”. This passivity however will not be change into a more engaging encounter unless at the same time “multiple sources of learning support…” are provided as well. The value of the contributions in this edition of He Kupu will, it is hoped, inspire and inform as we complete one year and look to the challenges of the next and whatever that may bring.

This last issue of Volume One of He Kupu heralds a widening of the journal’s scope. The editorial team regards the online journal as an important forum for increasing accessibility to the study of a wide range of issues associated with early childhood education. This scope will of course continue to include the role of online learning, and information technologies, in the learning both of and about young children. The first volume has provided many different perspectives on how technology impacts on early childhood education and teacher education, emphasising the existent wealth of experiences and the breadth of aspirations for technology. As He Kupu looks to the first issue of Volume Two, in mid 2009, the editorial team would like to encourage contributions that enhance the study of early childhood education, both for student teachers seeking to develop their career pathways, and for practicing teachers committed to their professional development. As a free online journal, He Kupu provides early childhood communities with a resource for gathering new and different views on childhood and learning that reflect the diversity of experiences and aims in education.

Reference

• Oliver, R. (2008). Getting the mob into mobile learning: Promoting the uptake and effective use of portable technologies for learning (audio download). Emerging Technologies Conference: Supporting a Learning Community 18 - 20 July 2008 Retrieved December 13th. 2008 from http://www.uow.edu.au/cedir/asd/conference/