Digital Discourses in Early Childhood Educator Online Learning

Autor/in	Hoffman, Emily Brown
Titel	Digital Discourses in Early Childhood Educator Online Learning
Quelle	(2017), (257 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Illinois at Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-7719-0
Schlagwörter	Hochschulschrift; Dissertation; Communities of Practice; Online Courses; Preschool Teachers; Pedagogical Content Knowledge; Cooperative Learning; Case Studies; Ethnography; Inservice Teacher Education; Literacy Education; Teaching Methods; Learning Processes; Grounded Theory; Teacher Attitudes; Discourse Analysis; Educational Research; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community; Online course; Online-Kurs; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pädagogische Kompetenz; Kooperatives Lernen; Case study; Fallstudie; Case Study; Ethnografie; Lehrerfortbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrerverhalten; Diskursanalyse; Bildungsforschung; Pädagogische Forschung; Computerkonferenz
Abstract	Active, dialogic participation is a necessary component of high quality teacher professional learning (Dunst, Bruder, & Hamby, 2015). However, logistical problems arise when implementing cooperative learning opportunities for early childhood educators, as preschool teachers are habitually separated from peers both institutionally and geographically. Accordingly, early childhood educators are uniquely positioned to benefit from online learning as digital technologies can connect people previously restricted by physical space. This 10-week descriptive, single-case study employed virtual ethnographic methods and applied the Community of Inquiry Framework (Garrison, Anderson, & Archer, 2000) and the Multimodal Theory of Communication (Kress & Van Leeuwen, 2001) to investigate a synchronous online learning community of currently practicing early childhood educators. This study explored the opportunities the course afforded for participants to engage in multimodal communication around content and pedagogical knowledge by focusing on how practicing preschool educators discussed the teaching and learning of literacy and language in settings through the online platform. Constant comparative (Glaser & Strauss, 1967) and multimodal discourse (Kress & Van Leeuwen, 2001) analyses revealed the necessity of technology preparation and a technology relaxed atmosphere for successful implementation and identified two active engagement paths of collaborative learning. Analyses also emphasized how multimodal communication was not innate to the platform, but reliant on teaching presence to facilitate effective collaborative active engagement. Findings provide a foundation for future research and practice regarding early childhood online professional learning, as they highlight the potential of synchronous online platforms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01