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Collingridge and Smith Architects (UK) Ltd (CASA) has specialised in designing world class education architecture for over
20 years, both in NZ and the UK. CASA’s believes in creating beautiful human spaces based on research that brings together
architecture and evolutionary psychology. CASA has been recognised for their achievements in sustainable early childhood
architecture with their designs achieving many local and international awards. Website:
www.casa-uk.comSo how does a centre successfully integrate
technology so that it is very natural and
accessible to the children and the teachers?
For this to happen technology needs to
form part of a centre’s pedagogy. This will
determine what type of technology will align
and support that centre’s key values and
create the best value for all.
Like any good project the best way to deliver
it is to partner with the right team – and this
is probably more true with ICT than some
other projects due to the speed of change
and highly specialised nature of it. There
are so many different types of software and
hardware, not all of which are compatible,
it’s a minefield to the beginner.
Once you have a good ICT partner then they
can inform you of the many options for
your budget and go about configuring the
system and external inputs such as fibre you
will need.
We find that most centres generally focus
their ICT on the preschool rooms, especially
in the transition to school areas where
it tends to manifest as more traditional
computer screens with software like reading
eggs to ready children for this at school.
However some have embraced hand held
devices especially for younger children
and these can be far more personal and
interactive. Even software like Google earth
can be highly captivating for this age group
and works great on tablets. Some centres we
have built installed interactive whiteboards
but we have had mixed feedback on these as
they are expensive and don’t always perform
as anticipated.
Overall I would say ICT can be fun and
interactive in an early childhood setting,
but don’t feel pressured to implement it
because others have. It needs to be tailored
to the centre and the community – most
children have too much screen time in their
daily lives at home nowadays so some time
away from it whilst at a centre is not always
a bad thing!
Whether you love or hate technology it is
something that is now part of our children’s
life from the moment they are born. As a
young child growing up in New Zealand is it
very hard to escape the ever-ready phone to
capture every moment or the ever-present
screens that are even now found in bus
shelters and in many shop displays.
What does that mean for our children
within an early learning environment? The
use of technology in the classroom in an
innovative and meaningful way is becoming
increasingly essential in the global,
connected world. Educators are aware of
the unknown landscapes our children will
be treading as they continue their path
as lifelong learners. Much of the change
is being driven by the ever-expanding
landscape of technology and innovation.
For many using technology to promote
global connection, relationships and
creativity makes it one of the most important
resources available - the possibilities are
endless. For example, there are educators
who are building globally, connected
classrooms, where talking and interacting
with friends from different countries and
cultures are a natural part of the curriculum.
Another area technology is becoming
an important resource is in managing the
indoor environment quality and ongoing
costs within a centre. Examples include
sensors that monitor the carbon dioxide
levels within a sleep rooms, building
management systems that turn off all
the lights and turn on the alarm at the end
of the day.
TECHNOLOGY -
OPPORTUNITY
FOR INTEGRATION
INTO BUILDING
DESIGN
December 2017
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