Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency
Öz
The main purpose of this paper is to describe an exemplary professional development approach in technology learning and its outcomes for early childhood teachers in Head Start in the context of a technology project. The study utilized a collage of qualitative methods including case study, ethnography, and grounded theory. Research participants were selected using purposive sampling methods, and they include 23 people who participated in the technology project. Data collection techniques included multiple, face-to-face, telephone and focus group interviews, observations, and collection of documents and artifacts related to the technology project from the participants. NVIVO qualitative data management software was used for the analysis, and the coding procedures were applied that grounded theory offered. Findings suggest that the communities of learner model of professional development supported early childhood teachers’ technology learning in Head Start. The learning curve experienced by the teachers in emotional, cognitive and behavioral dimensions indicates the importance of nature of learners and supportive learning contexts in technology learning.
Anahtar Kelimeler
Ayrıntılar
Birincil Dil
Türkçe
Konular
-
Bölüm
Araştırma Makalesi
Yayımlanma Tarihi
16 Ağustos 2017
Gönderilme Tarihi
12 Eylül 2017
Kabul Tarihi
26 Eylül 2017
Yayımlandığı Sayı
Yıl 2017 Cilt: 16 Sayı: 4
APA
Arıkan, A., Fernie, D. E., & Kantor, R. (2017). Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency. İlköğretim Online, 16(4), 1829-1849. https://doi.org/10.17051/ilkonline.2017.342996
AMA
1.Arıkan A, Fernie DE, Kantor R. Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency. İOO. 2017;16(4):1829-1849. doi:10.17051/ilkonline.2017.342996
Chicago
Arıkan, Arzu, David E. Fernie, ve Rebecca Kantor. 2017. “Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency”. İlköğretim Online 16 (4): 1829-49. https://doi.org/10.17051/ilkonline.2017.342996.
EndNote
Arıkan A, Fernie DE, Kantor R (01 Ağustos 2017) Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency. İlköğretim Online 16 4 1829–1849.
IEEE
[1]A. Arıkan, D. E. Fernie, ve R. Kantor, “Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency”, İOO, c. 16, sy 4, ss. 1829–1849, Ağu. 2017, doi: 10.17051/ilkonline.2017.342996.
ISNAD
Arıkan, Arzu - Fernie, David E. - Kantor, Rebecca. “Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency”. İlköğretim Online 16/4 (01 Ağustos 2017): 1829-1849. https://doi.org/10.17051/ilkonline.2017.342996.
JAMA
1.Arıkan A, Fernie DE, Kantor R. Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency. İOO. 2017;16:1829–1849.
MLA
Arıkan, Arzu, vd. “Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency”. İlköğretim Online, c. 16, sy 4, Ağustos 2017, ss. 1829-4, doi:10.17051/ilkonline.2017.342996.
Vancouver
1.Arzu Arıkan, David E. Fernie, Rebecca Kantor. Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency. İOO. 01 Ağustos 2017;16(4):1829-4. doi:10.17051/ilkonline.2017.342996
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