Malaysian Early Childhood Educators’ Use of Web 2.0 for Informal Learning in Professional Development

Abstract

Early childhood educators’ professional knowledge and skills are often underappreciated (Moloney, 2015; Moss, 2006) even though they significantly impact children’s outcomes (Ackerman, 2004; Bellm and Whitebrook, 2004; Sylva, et al., 2004). In Malaysia, many early childhood educators lack qualifications and the resources to pursue them (Foong, et al., 2018). This study explored the experiences of seven early childhood educators in Malaysia with web-based informal professional development through interviews and media go-alongs, examining participants’ use of and perception towards Web 2.0, particularly for self-directed and interactive learning. Results showed a burgeoning integration of Web 2.0 platforms in participants’ professional learning. Participants emphasised the significant role of personal attitudes and workplace culture in encouraging learning and technology adoption and expressed interest in the development of Web 2.0 communities of practice that support professional discourse and knowledge creation. These have the potential to strengthen professional identities and foster society-wide recognition of early childhood education as a profession.