Professional Development for Digital Competencies in Early Childhood Education and Care: A Systematic Review. OECD Education Working Papers. No. 295

Autor/inn/en	Dardanou, Maria; Hatzigianni, Maria; Kewalramani, Sarika; Palaiologou, Ioanna
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Professional Development for Digital Competencies in Early Childhood Education and Care: A Systematic Review. OECD Education Working Papers. No. 295
Quelle	(2023), (58 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1993-9019
Schlagwörter	Early Childhood Education; Early Childhood Teachers; Technological Literacy; Professional Development; Educational Policy; Educational Technology; Teacher Attitudes; Technology Uses in Education; Labor Force Development; Skill Development; Young Children + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Technisches Wissen; Politics of education; Bildungspolitik; Unterrichtsmedien; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Arbeitskräftebestand; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Digitalisation places new demands on the early childhood education and care (ECEC) workforce to navigate the care and well-being of children in the digital age. This literature review examines frameworks for digital competencies (DC) in education, with a focus on ECEC, as well as variation in DC requirements for ECEC staff with different responsibilities. It explores strategies for a successful integration of DC in ECEC workforce development programmes. The review shows there has been limited research and policy support regarding the development of DC in ECEC and discusses the importance for the ECEC workforce to understand how digital technologies may be incorporated to their work, encompassing both technical aspects and responsible use, as well as the social and collaborative dimensions of professional development in this area. The review examines also how attitudes towards technology use with young children condition skills development in the sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01