Q+A series: Celebrating 35 years of NZTC

Dr Chip Donohue

As New Zealand Tertiary College (NZTC) celebrates 35 years, we talk to some of the influential people who have contributed to the college’s success.

To begin the Q+A series we hear from early childhood education and distance learning expert Dr Chip Donohue who was influential in establishing NZTC’s unique online learning environment NZTC Online.

Q+A with Dr Chip Donohue:

What motivated you to specialise in the area of technology within early childhood education?
My career in early childhood began in the early 80s when the Apple computer was just coming on to the scene. I had a professor who was very interested in how this could be used with young children so I caught that enthusiasm and began my career thinking about what this technology means for learning. We are returning to that conversation again which is very interesting – navigating what’s okay for children and how do we keep them safe in the digital age. 

When did you first get involved with New Zealand Tertiary College and why?
I met NZTC Chief Executive Selena Fox in 2001 at the World Forum on Early Care and Education in Athens, Greece. We kept in contact and in about 2004, we both knew that online learning in teacher education was a hot topic. We had very rich conversations and a deep understanding from the beginning that we needed something that was contextual – it needed to be an environment specific to early childhood education, and that was a unique approach.

You have been involved with the college since your first visit to New Zealand to attend the World Forum in 2002. You were fundamental in setting up ecelearn, the program that delivers NZTC Online. What was your early vision and how did you turn that vision into reality?
One of the things that drew Selena and I to each other was a very deep shared vision. We were sensitive of who the learners were and the ultimate goal was always teacher preparation to have better outcomes for children and their families. The learners were adults who in many cases hadn’t been in formal study for years and were nervous about that. If they viewed technology as a barrier then it wasn’t going to work. Everything from the early design of ecelearn all flowed from creating an environment where people can succeed.

We set some high goals for ourselves from the beginning but they were also goals that we were not seeing happening in the commercial Learning Management Systems (LMS) world at that time. ecelearn came from the conclusion that we were going to have to build the system ourselves – we decided let’s get busy and build it – which is a remarkable decision and a remarkable story.

How have you seen NZTC Online evolve over the years?
Going from something that is very unique and unusual, and wondering if it will work, to ‘it’s just the way we do things’ is a huge transition and it takes time. I credit Selena and the NZTC team for understanding that if we push too fast then it will go past the comfort zone for the learners and the instructors.

There was a lot of sensitivity to learner preference, and now, especially at NZTC, there is an understanding that this is an outstanding way to learn – it’s easy, convenient and flexible. All of the benefits that could accrue from this are clearly in evidence now – it just took some time to get there.

How do you see online learning progressing in the future?
Online learning is in an interesting place. One challenge is how can we serve new populations of learners and the other big issue is how can we serve the professional development market who are not earning credentials or degrees but need ongoing continuous education. It’s an exciting challenge and in many ways it takes me back to the beginning – we figured it out then, and we will figure it out now too.

You launched your new book Family Engagement in the Digital Age: Early Childhood Educators as Media Mentors at the NZTC Symposium in January – what are the key messages you hope people learn from the book?
Media mentorship has grown out of the libraries in the United States – the idea that a librarian could be someone to help a parent make good choices on media use for parents. We have taken that idea to early childhood education – teachers become media mentors because parents are coming to them with questions.

Parents are desperate for information about this. They are worried about their kid’s screen time, and their own behaviour – let's help them with something that is so contemporary. I am interested in creating another pathway to enter conversations with parents.

How can early childhood educators be media mentors for children and families?
To be a media mentor, we have to be informed. We need to upskill ourselves – we need to read more, try it and understand it. Then it is being open to exploring new ways to communicate with families via technology.

My comment about technology in this field has never changed. Where you are in your capabilities is fine with me, but what’s not fine is to stand still because the world is moving fast and as educators we have a responsibility to at least keep up, if nothing else. But when we see it working, when we see educators embracing it as a tool, for both children and adults, it’s amazing.

What is the most pertinent piece of advice you would give early childhood educators when it comes to best digital practices?
The big advice is embrace this, it’s here. The time to have the conversation about whether it’s good or not is long gone. Let’s get on with it and find positive ways to use the tools. Parents will also assume that you know. Parents will come to you and ask, ‘what app should I download?’ and it’s an absolutely natural thing to ask because you’re the educator. We’re prepared for other developmental questions, such as toilet training, so I am making the case that this is the 21^st century version of that.

What drives you to continue your work in early childhood education and online learning?
My work is about the adults, but my passion is the children. I need to prepare adults well to create better outcomes for children. I recognised very early on that technology was a powerful tool to be able to achieve that.