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Educational Technology in Early Childhood Teacher Education: Taking the Road Less Traveled
Abstract
Educational technology usage in early childhood education stands at a fork in the road. One path embellishes existing curricula with technology. The other, the more difficult passing, holds promises of technological transformations to the curricula and assessment in ways that can facilitate and propel child development. To support teachers in this path, early childhood teacher education programs need to transform themselves. The purpose of this chapter is to outline how these changes may occur within the context of national standards and policies, pedagogy and beliefs, curricular transformations, impact on children, and special tools. The authors suggests re-conceptualizing the content and delivery of college courses to support and inspire teachers to take the road less traveled. Additionally teachers need ongoing and recurrent support for continued progress in their educational technology usage.
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