Early childhood teacher professional development on technologies for young children

Lynn Hartle; Diane Bales; Katherine Gardner; Kelsey MacLeod; Megan DeFluri; Sydney Ehinger

doi:10.4018/978-1-7998-6888-0.ch006

Early childhood teacher professional development on technologies for young children

Lynn Hartle, Diane Bales, Katherine Gardner, Kelsey MacLeod, Megan DeFluri, Sydney Ehinger

Penn State Brandywine

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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 pedagogyfocused, 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.

Original language	English (US)
Title of host publication	Handbook of Research on Empowering Early Childhood Educators With Technology
Publisher	IGI Global
Pages	102-126
Number of pages	25
ISBN (Electronic)	9781799868903
ISBN (Print)	9781799868880
DOIs	https://doi.org/10.4018/978-1-7998-6888-0.ch006
State	Published - Jun 18 2021

All Science Journal Classification (ASJC) codes

General Social Sciences

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10.4018/978-1-7998-6888-0.ch006

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AU - Gardner, Katherine

AU - MacLeod, Kelsey

AU - DeFluri, Megan

AU - Ehinger, Sydney

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Early childhood teacher professional development on technologies for young children

Abstract

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