CORE's Team

Ann Hatherly

Facilitator/Coordinator

Qualifications


1998 M Ed Admin (1st Class Hons) Massey University
1991 BA (Education) Auckland University
1978 Dip Tchg (Kgtn) Auckland College of Education

Contact details

E: ann.hatherly@core-ed.org

P: (09) 973 5695

M: 021 477 753

Region: Auckland

Ann Hatherly

Professional profile

Ann is currently involved in a range of projects which draw on her skills and experience in facilitation and mentoring. These include Ministry of Education, SELO contracts and consultancy work with individual ECE services on curriculum, assessment, early literacy and digital technologies. She is a virtual mentor in the recently launched uChoose programme and is facilitating an online Empower course on digital technologies in ECE. Ann is also responsible for running CORE’s charitable donations activities.

Ann began working for CORE in 2006 When she was employed to lead the national Early Childhood ICT Professional Learning Programme. This was a Ministry of Education contract and resulted in a published report, Effective learning in Early Childhood Education? The impact of the ECE ICT Programme: A synthesis report. She now undertakes consultancy on integrating digital technologies into everyday practice, so children growing up in the digital age get to learn the possibilities and responsibilities of being a digital/global citizen.

Expertise

In her role as a facilitator and mentor, Ann supports the development of early childhood pedagogical leadership and practice, enabling teachers to confidently articulate and share their practice among peers. She does this through:

  • facilitating workshops and seminars that encourage participant interaction and engagement 
  • providing individual and team mentoring that is grounded in the participant’s context (real issues) and involve action to bring about change
  • walking participants through a systematic self-review or action research process as a means of change
  • facilitating networks and professional connections
  • encouraging participants to engage with ‘outsider’ views and multiple perspectives in their decision making
  • building relational trust
  • providing diverse resources that are topic specific 
  • promoting sustainability of change by encouraging participants to enhance their own capability and agency.

Professional memberships

  • Member of NZEALS, New Zealand Educational Administration and Leadership Society, 2013

Conference presentations

  • Hatherly, A. (2014) It is not whether but how we use digital technologies that matters. Conversations about Technology in the Early Years. New Zealand Tertiary College Conference, Auckland.
  • Chapman, B. & Hatherly, A. (2014) Boys discovering story telling, story creating and story reading through the addition of iPads. Ulearn Conference, Rotorua.
  • Fagan, T., Hatherly, A. and Coutts, T. (2013). Stretching young minds: ICT in early years curriculum. International Thinking Conference. Wellington.
  • Hatherly, A (2012), Learning to Lead = Leading Learning. Celebrating Tamariki. Whangārei.
  • Hatherly, A. (2009). Keep your eye on the rear view mirror – ICT savvy under 5s are coming up behind. Presented at Christchurch Primary Principals Assn Conference. Christchurch.
  • Hatherly, A. (2009). Learning, teaching and ICTs: An early childhood perspective. Presented at NZARE Conference, Massey University. Palmerston North.

Publications

  • Hatherly, A. & Chapman, B. (2013). Fostering motivation for literacy in early childhood education using iPads. Computers in New Zealand Schools: Learning, Teaching and Technology. 25(1-3), 138-151.
  • CORE Education (2010) The rise (and fall?) of ICT in Early Childhood Education. In Ham & Wenmoth (eds), eLearnings: Implementing a national strategy for ICT in education, 1998-2010. CORE Education: Christchurch.
  • Hatherly, A, Ham, V. & Evans, L. (2010). Effective learning in early childhood education? The impact of the ECE ICT PL programme: A synthesis report. http://www.educate.ece.govt.nz/
  • Hatherly, A. (2010). ICT and the greatest technology: A teacher’s mind. Early Childhood Folio 13: A collection of Recent Research Wellington, NZCER. 

Personal statement

All children are born researchers and I believe that above all else, it is our role as educators to foster their curiosity, creativity, and relational attributes so that this innate drive to learn is developed and sustained. Professional reward for me comes from working alongside educators to support them to dig a bit deeper and identify different areas where they can find their own solutions.