Early Childhood Teacher Professional Development on Technologies for Young Children

Author:

Hartle Lynn1ORCID,Bales Diane2,Gardner Katherine3,MacLeod Kelsey4,DeFluri Megan2,Ehinger Sydney2

Affiliation:

1. Pennsylvania State University, Brandywine, USA

2. University of Georgia, USA

3. Knollwood Elementary School, USA

4. Orange County Public Schools, USA

Abstract

Early childhood (EC) teachers need ongoing professional development (PD) to use information and communications technology (ICT) intentionally with young children. This chapter bridges the existing literature on PD best practices with additional interview data from EC teachers and higher education faculty. Three frames of influence on EC teachers' uses of ICT are discussed: personal – beliefs and comfort with technology; institutional – mandated curriculum, affordances of equipment, and ongoing personalized support; and societal – pervasive reliance on technology and influence on young children's future careers. The chapter concludes with PD recommendations for ICT that is content- and pedagogy-focused, based on research and policy, provides options for PD types and timing with follow up supports, and includes EC teachers in shared decision making for appropriate ICT practices in their classrooms.

Publisher

IGI Global

Reference86 articles.

1. Bales, D., Dalsemer, K., Blagojevic, B., Hartle, L., Chung, N., Gardner, K., MacLeod, K., & Rodriguez-Vazquez, J. (2020, September 29). Using technology to enhance children’s learning at home and at school: Building relationships is key. Washington, DC: NAEYC. https://www.naeyc.org/resources/blog/using-technology-enhance-childrens-learning-home-and-school

2. Barron, B., Cayton-Hodges, G., Bofferding, L., Copple, C., Darling-Hammond, L., & Levine, M.H. (2011). Take a giant step: A blueprint for teaching young children in a digital age. Joan Ganz Cooney Center at Sesame Workshop. https://joanganzcooneycenter.org/publication/take-a-giant-step-a-blueprint-for-teaching-young-children-in-a-digital-age/

3. Influential factors on preservice teachers' intentions to use ICT in future lessons

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5. Cappella, E., Cramer, T., Raver, C. Cl., Allen, L., & Morris, P. (2021, March). Using data to improve quality: Formal and informal mechanisms supporting professional development in NYC’s Pre-K for all. NYU Steinhardt School of Culture, Education, and Human Development, Institute of Human Development and Social Change. https://earlychildhoodresearchny.org/archive/peer-interaction-strengthens-ece-professional-development/

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