A person who takes on the role of supporting and providing personalized guidance to teachers and families to make informed decisions about digital information, hardware, robots, and screen media may be a teacher, instructional specialist, school librarian, media specialist.
Published in Chapter:
Early Childhood Teacher Professional Development on Technologies for Young Children
Lynn Hartle (Pennsylvania State University, Brandywine, USA), Diane Bales (University of Georgia, USA), Katherine Gardner (Knollwood Elementary School, USA), Kelsey MacLeod (Orange County Public Schools, USA), Megan DeFluri (University of Georgia, USA), and Sydney Ehinger (University of Georgia, USA)
Copyright: © 2021
|Pages: 25
DOI: 10.4018/978-1-7998-6888-0.ch006
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.