Preschool Teachers' Informal Online Professional Development in Relation to Educational Use of Tablets in Swedish Preschools

Autor/in	Marklund, Leif
Titel	Preschool Teachers' Informal Online Professional Development in Relation to Educational Use of Tablets in Swedish Preschools
Quelle	In: Professional Development in Education, 41 (2015) 2, S.236-253 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2014.999380
Schlagwörter	Foreign Countries; Preschool Teachers; Social Networks; Computer Mediated Communication; Faculty Development; Pedagogical Content Knowledge; Educational Technology; Handheld Devices; Technological Literacy; Teaching Methods; Ethnography; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Social network; Soziales Netzwerk; Computerkonferenz; Pädagogische Kompetenz; Unterrichtsmedien; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Schweden
Abstract	This paper focuses on preschool teachers' use of online social networks for discussions about tablets in preschools. Posts initiating discussions (n = 465) were analysed to increase understanding of what questions tablets raise among preschool teachers and to understand online communication from a professional development perspective. Posts were analysed using thematic analysis in combination with the Technological Pedagogical Content Knowledge framework, which illustrates what kind of knowledge teachers need in order to teach efficiently with technology. The results indicate that traditional means of professional development are frequently discussed but that the newness of tablets in preschools makes it difficult for preschool teachers to find support in research, training and literature. Thus, communication can partly be described as collegial support. Questions often aim at urgent and specific forms of desired knowledge, possibly challenging to address by acts of reading literature, attending courses or lectures. Furthermore, market interests become visible, as providers of services and products promote lectures, books, websites and applications. As rapidly changing technologies enter the preschool practice, it seems that preschool teachers will increasingly be dependent on more direct and flexible forms of professional development. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01