Empowering Early Childhood Teachers for Program Completion Through the Integration of Technology

Handbook of Research on Empowering Early Childhood Educators With Technology Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-6888-0.ch010

Dawn L. Mollenkopf, M. Gaskill

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引用次数: 1

Abstract

Political and social pressures, influenced by research on the importance of early learning experiences, are putting pressure on the early childhood workforce to go back to school to complete required certification or degrees. Online programs are effective solutions when they include a multi-layered system of supports. This chapter showcases how one university has built and maintained an early childhood program that allows fully online and face-to-face delivery options for completing bachelor's degrees or certification. Lessons learned will help other early childhood teacher education programs know how to (1) build the technological infrastructure behind successful online programs to ensure student persistence and completion; (2) provide instructor and course supports for successful online course completion, including field-based courses and student teaching; and (3) incorporate student supports that enable early childhood teachers to utilize technology successfully to complete their program. Adjustments and technological supports during the COVID-19 pandemic will also be addressed.

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通过技术整合增强幼儿教师完成课程的能力

受关于早期学习经验重要性的研究影响，政治和社会压力正在对幼儿工作人员施加压力，要求他们重返学校完成所需的证书或学位。当在线课程包含多层支持系统时，它们是有效的解决方案。本章展示了一所大学如何建立和维护一个早期儿童项目，该项目允许完全在线和面对面的方式完成学士学位或认证。吸取的经验教训将帮助其他幼儿教师教育项目知道如何(1)建立成功的在线项目背后的技术基础设施，以确保学生的坚持和完成;(2)为成功完成在线课程提供讲师和课程支持，包括实地课程和学生教学;(3)结合学生的支持，使幼儿教师能够成功地利用技术来完成他们的课程。还将讨论2019冠状病毒病大流行期间的调整和技术支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Handbook of Research on Empowering Early Childhood Educators With Technology

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