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Exploring New Approaches to Professional Development for Technology Integration in Early Childhood Education
PROCEEDINGS

, , , University of Michigan-Dearborn, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examines the impact of a professional development program in which a networked learning communities approach was implemented to provide training and support for technology integration in early childhood education. Over a three-year period within five cohort groups, 18 student teachers teamed with their 18 cooperating teachers, 7 university-level faculty, and 3 student teaching supervisors participated in the project. Data collected from pre and post surveys, journal entries, technology projects, reflections within electronic portfolios, and follow-up interviews. Findings suggest that over the course of the program the project participants significantly increased their confidence and competence in technology literacy as well as integration of information technology into the teaching and learning process. Novice teachers continued to use technology in their first year of teaching. The professional development model put into place structures and processes that encourage networking, mutual learning, and sharing of strategies and resources among early childhood educators.

Citation

Duran, M., Donegan, M. & Hong, S. (2005). Exploring New Approaches to Professional Development for Technology Integration in Early Childhood Education. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2577-2584). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 16, 2019 from .

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