Selected  Resources  on  Technology  in  Early  Childhood  Teacher  Education  HITN  ELC  &  TEC  Center  Higher  Education  Initiaitive  

Chip  Donohue,  PhD,  Dean  of  Distance  Learning  &  Continuing  Education  and  TEC  Center  Director  

U.S.  Reports  and  Recommendations  on  21st  Century  Teacher  Preparation  • Born  in  Another  Time:  Ensuring  Education  Technology  Meets  the  Needs  of  Students  Today  –  and  

Tomorrow.  (2012).  National  Association  of  State  Boards  of  Education.  www.nasbe.org/wp-­‐content/uploads/Born-­‐in-­‐Another-­‐Time-­‐NASBE-­‐full-­‐report.pdf    

• Learning  in  the  21st  Century:  Digital  Experiences  and  Expectations  of  Tomorrow’s  Teachers.  Project  Tomorrow.  www.tomorrow.org/speakup/tomorrowsteachers_report2013.html    

• Partnering  for  Success:  A  21st  Century  Model  for  Teacher  Preparation.  (2013).  International  Association  for  k-­‐12  Online  Learning  www.inacol.org/cms/wp-­‐content/uploads/2013/10/iNACOL-­‐Partnering-­‐for-­‐Success-­‐October-­‐2013.pdf    

• Preparing  Tomorrow’s  Teachers  To  Use  Technology:  Perspectives  of  the  Leaders  of  Twelve  National  Education  Associations.  Contemporary  Issues  in  Technology  and  Teacher  Education.  (2001).  http://editlib.org/d/10740  

• Take  a  Giant  Step:  A  Blueprint  for  Teaching  Children  in  a  Digital  Age.  (2011).  The  Joan  Ganz  Cooney  Center  at  Sesame  Workshop.  www.joanganzcooneycenter.org/Reports-­‐31.html  

• Transforming  Teacher  Education  Through  Clinical  Practice:  A  National  Strategy  to  Prepare  Effective  Teachers.  (2010).  National  Council  for  Accreditation  of  Teacher  Education.  www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3D&tabid=715    

U.S.  Early  Childhood  Teacher  Preparation  Organizations  with  Technology  Standards  • AACTE,  American  Association  of  Colleges  for  Teacher  Education  http://aacte.org/    • ACCESS,  Associate  Degree  Early  Childhood  Teacher  Educators  www.accessece.org/    • ACEI,  Association  for  Childhood  Education  International  http://acei.org/    • CAEP,  Council  for  Accreditation  of  Educator  Preparation  http://caepnet.org/  • ISTE,  International  Society  for  Technology  in  Education  www.iste.org/    • NAECTE,  National  Association  of  Early  Childhood  Teacher  Educators  www.naecte.org/    • NAEYC,  National  Association  for  the  Education  of  Young  Children  www.naeyc.org    • NAMLE,  National  Association  for  Media  Literacy  Education  http://namle.net/    • NCATE,  National  Council  for  Accreditation  of  Teacher  Education  www.ncate.org/    • TPACK:  Technological  Pedagogical  and  Content  Knowledge  www.tpack.org    

Resources  on  Technology  in  Early  Childhood  Teacher  Preparation  Barron,  B.,  G.  Cayton-­‐Hodges,  L.  Bofferding,  C.  Copple,  L.  Darling-­‐Hammond,  M.  Levine.  2011.  Take  a  Giant  Step:  A  

Blueprint  for  Teaching  Children  in  a  Digital  Age.  New  York,  NY:  The  Joan  Ganz  Cooney  Center  at  Sesame  Workshop.  

Bell,  L.  (Ed.).  (2001).  Preparing  tomorrow’s  teachers  to  use  technology:  Perspectives  of  the  leaders  of  twelve  national  education  associations.  Contemporary  Issues  in  Technology  and  Teacher  Education  [Online  Serial].  1(4)  517-­‐534.    

Blake,  S.,  Winsor,  D.  L.,  Burckett,  C.,  &  Allen,  L.  (2011).  Developmentally  appropriate  technology  practice:  Exploring  myths  and  perceptions  of  early  childhood  and  instructional  technology  professionals.  i-­‐manager’s  Journal  on  School  Educational  Technology,  6,  36-­‐49.    

Bock,  M.  (2013).  “Aspiring  Teachers  Outpace  Current  Ones  in  Tech.  Use,  Survey  Finds.  Ed  Week  Digital  Education  (blog),  February  11.    

Campbell,  A.  &  G.  Scotellaro.  2009.  Learning  with  Technology  for  Pre-­‐Service  Early  Childhood  Teachers.  Australasian  Journal  of  Early  Childhood,  34(2),  11-­‐18.  

Center  for  the  Child  Care  Workforce.  2007.  E-­‐Learning:  A  National  Review  of  Early  Childhood  Education  Distance  Learning  Programs.  Washington,  DC:  Center  for  the  Child  Care  Workforce.    

Chen,  J-­‐Q.,  &  C.  Chang.  2006.  Testing  the  Whole  Teacher  Approach  to  Professional  Development:  A  Study  of  Enhancing  Early  Childhood  Teachers’  Technology  Proficiency.  Early  Childhood  Research  and  Practice,  8(1).  

Chitanana,  L.  2012.  A  Constructivist  Approach  to  the  Design  and  Delivery  Of  An  Online  Professional  Development  Course:  A  Case  of  the  iLearn  Online  Course.  International  Journal  of  Instruction,  5(1),  23-­‐48.  

Clark,  D.  (2007)  Exploring  the  potential  of  online  technology  as  a  tool  for  informing  the  practice  of  license-­‐exempt  child  care  providers,  E-­‐Learning,  4(1),  pp.  24-­‐39.  

Conceição,  S.  C.  O.  &  Donohue,  C.  (2012).  Intentional  Design  Based  on  Understanding  the  Learners,  Teachers,  and  Content.  Presentation  and  proceedings,  Distance  Teaching  and  Learning  Conference,  Madison,  WI.  

Conceição,  S.  C.  O.  &  Donohue,  C.  (2012).  Building  and  Sustaining  an  Online  Teacher  Education  Community:  A  Case  Study  for  Overcoming  Barriers.  Presentation  and  proceedings,  Ed  Media  Conference,  Denver,  CO.  

Conceicao,  S.  C.  O.,  &  R.  M.  Lehman  (2011).  Managing  Online  Instructor  Workload:  Strategies  for  Finding  Balance  and  Success.  San  Francisco:  Jossey-­‐Bass.  

David,  J.,  S.  Lennox,  S.  Walker,  &  K.  Walsh.  2007.  Exploring  Staff  Perceptions:  Early  Childhood  Teacher  Educators  Examine  Online  Teaching  and  Learning  Challenges  and  Dilemmas.  International  Journal  for  the  Scholarship  of  Teaching  and  Learning,  1(2),  1-­‐15.  

Dolan,  S.  (2008).  Forming  communities  of  learners  online:  The  culture  and  presence  of  asynchronous  discussion  groups.  He  Kupu,  1(5),  32-­‐47.  

Dolan,  S.,  Donohue,  C.,  Holstrom,  L,  Pernell,  L.,  &  Sachdev,  A.  (2009,  November).  Supporting  online  learners:  Blending  high  tech  with  high  touch.  Exchange,  pp.  90-­‐97.    

Donohue,  C.  (2007).  The  instructor’s  view  of  eLearning:  Taking  your  first  steps  into  eTeaching.  Professional  Development  Bulletin,  (79).  Washington,  DC.  Office  of  Head  Start.    

Donohue,  C.  &  Fox,  S.  (2012,  March).  Lessons  learned,  innovative  practices  and  emerging  trends:  Technology  for  teacher  education  and  professional  development.  Exchange,  74-­‐82.  

Donohue,  C.,  Fox,  S.,  &  Torrence,  D.  (2007).  Early  childhood  educators  as  eLearners:  Engaging  approaches  to  teaching  and  learning  online.  Young  Children,  62(4),  34-­‐40.    

Donohue,  C.  &  Schomburg,  R.  (2015).    Teaching  with  Technology:  Preparing  Early  Childhood  Educators  for  the  Digital  Age.  In  C.  Donohue  (Ed.).  Technology  and  Digital  Media  in  the  Early  Years:  Tools  for  Teaching  and  Learning,  New  York:  Routledge.  

Downer,  J.T.,  R.C.  Pianta,  X.  Fan,  B.K.  Hamre,  A.  Mashburn,  &  L.  Justice.  2011.  Effects  of  Web-­‐Mediated  Teacher  Professional  Development  on  the  Language  and  Literacy  Skills  of  Children  Enrolled  in  Prekindergarten  Programs,  NHSA  Dialog,  14(4),  189-­‐212.    

du  Plessis,  K.  (2008).  Web-­‐enhanced  distance  teaching  in  early  childhood  teacher  education:  Lecturers’  experiences  and  implications  for  professional  development.  He  Kupu,  1(5),  8-­‐16.  

Eliason,  S.  K.,  &  Holmes,  C.  L.  (2010,  June).  Reflective  practice  and  inquiry  in  professional  development  for  online  teaching.  MERLOT  Journal  of  Online  Learning  and  Teaching,  6(2),  454-­‐465.  

Ertmer,  P.A.  (2005).  Teacher  pedagogical  beliefs:  The  final  frontier  in  our  quest  for  technology  integration?  Educational  Technology  Research  and  Development,  53(4),  25-­‐39.    

Ertmer,  P.,  Ottenbreit-­‐Leftwich,  A.,  Sadik,  O.,  Sendurur,  E.,  &  Sendurur,  P.  (2012).  Teacher  beliefs  and  technology  integration  practices:  A  critical  relationship.  Computers  and  Education,  59(2),  423-­‐435.    

Fishman,  B.,  S.  Konstantopoulos,  B.W.  Kubitskey,  R.  Vath,  H.  Johnson,  &  D.C.  Edelson.  2013.  Comparing  the  Impact  of  Online  and  Face-­‐to-­‐face  Professional  Development  in  the  Context  of  Curriculum  Implementation.  Journal  of  Teacher  Education,  64(4).    

Fox,  S.,  &  Donohue,  C.  (2006,  November).  Trends  and  promising  practices  in  early  childhood  teacher  education  

online:  The  view  from  New  Zealand.  He  Kupu,  29-­‐34.    Grunwald  and  Associates.  (2010).  Educators,  technology  and  21st  century  skills:  Dispelling  five  myths.  Retrieved  

from  Walden  University,  Richard  W.  Riley  College  of  Education.  Grunwald  and  Associates.  2011.  Deepening  Connections:  Teachers  Increasingly  Rely  on  Media  and  Technology.  

Report  of  the  Public  Broadcasting  Service.  Arlington,  VA:  Public  Broadcasting  Service.    Guernsey,  L.  2011.  “EdTech  for  the  Younger  Ones?  Not  Without  Trained  Teachers.”  Huffington  Post  (blog),  

November  17.  Heirdsfield,  A.  M.,  J.M.  Davis,  S.P.  Lennox,  S.  Walker,  &  W.  Zhang.  2007.  Online  Learning  Environments:  What  Early  

Childhood  Teacher  Education  Students  Say.  Journal  of  Early  Childhood  Teacher  Education,  28(2).  pp.  115-­‐  126.    Hodges,  C.  B.  2012.  Preservice  Teachers’  Views  of  Instructor  Presence  in  Online  Courses.  Journal  of  Digital  Learning  

in  Teacher  Education,  28(4),  139-­‐145.  Holstrom,  L.,  Ruiz,  D.,  &  Weller,  G.(2007)  A  new  view:  reflection  and  student  teacher  growth  through  an  e-­‐

practicum  model,  E-­‐Learning,  4(1),  pp.  5-­‐14.    Hong,  S.B.,  &  M.  Trepanier-­‐Street.  2004.  “Technology:  A  Tool  for  Knowledge  Construction  in  a  Reggio  Emilia  

Inspired  Teacher  Education  Program.”  Early  Childhood  Education  Journal  32  (2):  87–94.    ISTE  (International  Society  for  Technology  in  Education).  2008.The  ISTE  NETS  and  Performance  Indicators  for  

Teachers  (NETS-­‐T).  Washington,  DC:  ISTE.    Johnson,  J.,  R.  Fiene,  J.  Keat,  H.  Darling,  D.  Pratt,  &  J.  Iucotvich.  2001.  Mastering  Early  Childhood  Course  Content  

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Kleiman,  G.  Meeting  the  need  for  high  quality  teachers:  e-­‐Learning  solutions,  Educational  Development  Center.  Kumar,  S.  &  Vigil,  K.  (2011).  The  Net  Generation  as  preservice  Teachers:  Transferring  Familiarity  with  new  

technologies  to  Educational  Environments.  Journal  of  Digital  Learning  in  Teacher  Education,  27(4),  144-­‐153.      Lehman,  R.  M.,  &  Conceição,  S.  C.  (2010).  Creating  a  Sense  of  Presence  in  Online  Teaching:  How  to  ‘Be  There’  for  

Distance  Learners.  San  Francisco:  Jossey-­‐Bass.  Lei,  J.  (2009).  Digital  natives  as  preservice  teachers:  What  technology  preparation  is  needed?.  Journal  of  Computing  

in  Teacher  Education,  25(3),  87-­‐97.    Levine,  M.  H.,  &  Gee  J.  P.  (2011).  The  Digital  Teachers  Corps:  Closing  America’s  Literacy  Gap.  Washington,  DC:  

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National  Council  for  Accreditation  of  Teacher  Education.  (2010).  Transforming  Teacher  Education  Through  Clinical  Practice:  A  National  Strategy  to  Prepare  Effective  Teachers.  Washington,  DC:  NCATE.    

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Parette,  H.  P.,  &  Blum,  C.  (2014).  Using  flexible  participation  in  technology-­‐supported,  universally  designed  preschool  activities.  Teaching  Exceptional  Children  46(3),  60-­‐67.  

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SEE:  Faculty  members  deliver  practical  approach  for  using  instructional  technology  in  early  childhood,  Illinois  State  University  Stories,  Tommy  Navickas  on  July  17,  2013  http://stories.illinoisstate.edu/colleges/college-­‐of-­‐education/faculty-­‐members-­‐deliver-­‐practical-­‐approach-­‐for-­‐using-­‐instructional-­‐technology-­‐in-­‐early-­‐childhood/    

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Updated  3/14/15  Chip  Donohue,  Director,  TEC  Center  at  Erikson  Institute  www.teccenter.erikson.edu  

     

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