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Early Childhood Teachers: Closing the Digital–Divide

Early Childhood Teachers: Closing the Digital–Divide

Kevin Thomas, Kathleen Spencer Cooter
Copyright: © 2012 |Pages: 25
ISBN13: 9781613500590|ISBN10: 1613500599|EISBN13: 9781613500606
DOI: 10.4018/978-1-61350-059-0.ch007
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MLA

Thomas, Kevin, and Kathleen Spencer Cooter. "Early Childhood Teachers: Closing the Digital–Divide." Technology and Young Children: Bridging the Communication-Generation Gap, edited by Sally Blake, et al., IGI Global, 2012, pp. 126-150. https://doi.org/10.4018/978-1-61350-059-0.ch007

APA

Thomas, K. & Cooter, K. S. (2012). Early Childhood Teachers: Closing the Digital–Divide. In S. Blake, D. Winsor, & L. Allen (Eds.), Technology and Young Children: Bridging the Communication-Generation Gap (pp. 126-150). IGI Global. https://doi.org/10.4018/978-1-61350-059-0.ch007

Chicago

Thomas, Kevin, and Kathleen Spencer Cooter. "Early Childhood Teachers: Closing the Digital–Divide." In Technology and Young Children: Bridging the Communication-Generation Gap, edited by Sally Blake, Denise L. Winsor, and Lee Allen, 126-150. Hershey, PA: IGI Global, 2012. https://doi.org/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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