Literaturnachweis - Detailanzeige
| Autor/inn/en | Smith, Shaunna; Burrow, Lauren; Fite, Kathy; Guerra, Laurie |
|---|---|
| Titel | Considering Instructional Appropriateness of Technology Integration into Early Childhood Education |
| Quelle | In: International Journal of the Whole Child, 1 (2016) 2, S.13-29 (16 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2474-297X |
| Schlagwörter | Educational Technology; Technology Uses in Education; Early Childhood Education; Technology Integration; 21st Century Skills; Preservice Teachers; Student Attitudes; Knowledge Level; Teacher Education Programs; Developmentally Appropriate Practices; Technological Literacy |
| Abstract | In order to keep with the changing educational landscape of preparing pre-service teachers (PSTs) to effectively integrate technology into classrooms, institutions of higher education have previously required standalone educational technology courses. However, due to changing accreditation requirements or programmatic restructuring, there is migration toward the elimination of the standalone course in favor of technology integration into methods and content courses. Technology integration in an early childhood (EC) classroom is critical to prepare and provide students with the evolving 21st-century skills that are recommended and essential for operational success in a technology-reliant society. This exploratory study used a researcher-created survey to identify the current state of PSTs' knowledge and attitudes about technology integration in EC classrooms. Survey and follow-up focus group results were used to re-examine the impact teaching foundations without formal technology training (due to a national trend to cut out standalone technology courses) has on PSTs in teacher preparation programs. Re-examination allowed the researchers to surmise what next steps should be taken in order to best prepare PSTs within the confines of sharing technology practices only through integrative course instruction. This study is informed by the following guiding questions: (1) What are the contributing factors to pre-service teachers' current perceptions about technology integration practice in early childhood classrooms?; and (2) What do pre-service teachers' current perceptions about technology integration practice in early childhood classrooms mean for instructors in teacher education programs? (ERIC). |
| Anmerkungen | Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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