Introducing Online Training in an Early Childhood Professional Development System: Lessons Learned in One State

Autor/inn/en	Stone-MacDonald, Angi; Douglass, Anne
Titel	Introducing Online Training in an Early Childhood Professional Development System: Lessons Learned in One State
Quelle	In: Early Childhood Education Journal, 43 (2015) 3, S.241-248 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-014-0649-2
Schlagwörter	Online Courses; Early Childhood Education; Faculty Development; Educational Technology; Preschool Teachers; Technology Uses in Education; Technological Literacy; Feedback (Response); Surveys; Trainers + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Unterrichtsmedien; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Survey; Umfrage; Befragung; Ausbildungslehrer; Trainer
Abstract	Online educational opportunities provide improved access to high quality professional development for the early education and care workforce. Online and technology mediated learning can create sustainable education and development opportunities for states when face-to-face training is financially prohibitive. This study examined one state's efforts to design and deliver a set of online professional development courses. Through survey research methods, the study examined the experiences of both the trainers and the early educators in these online and technology-mediated professional development courses. In this study, findings indicated that early educators used technology for personal use, but they may be less familiar with learning technologies. Our findings indicate that some early educators do have the technology skills and comfort with technology needed to use the online modules for professional development and to benefit from this format, but most early educators still preferred using both technology and feedback from an instructor or supervisor when engaging in professional development. More research is needed on how to make technology literacy and technology access available to all early childhood educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01