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Early Childhood Teachers: Closing the Digital–Divide

Early Childhood Teachers: Closing the Digital–Divide
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Author(s): Kevin Thomas (Bellarmine University, USA) and Kathleen Spencer Cooter (Bellarmine University, USA)
Copyright: 2012
Pages: 25
Source title: Technology and Young Children: Bridging the Communication-Generation Gap
Source Author(s)/Editor(s): Sally Blake (University of Memphis, USA), Denise L. Winsor (University of Memphis, USA) and Lee Allen (University of Memphis, USA)
DOI: 10.4018/978-1-61350-059-0.ch007

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Abstract

This chapter reviews the state of technology training for early childhood educators in teacher preparation institutions across the country. Using NCATE and NAEYC standards as benchmarks of practice, the chapter outlines some current issues and research on technology training at the preservice level, such as course sequence, textbook choice, content infusion, field experiences, et cetera. The chapter also outlines three technologies, Web 2.0, Google Earth, and the virtual manipulatives that are accessible, free to users, require little teacher training, and have evidence to support their instructional benefits. These three well-developed technologies can easily be introduced to students and teachers as exemplars of constructivist pedagogical technology in early childhood science and mathematics classrooms. Activities using each are included.

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