Araştırma Makalesi
BibTex RIS Kaynak Göster

Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency

Yıl 2017, Cilt: 16 Sayı: 4, 1829 - 1849, 16.08.2017
https://doi.org/10.17051/ilkonline.2017.342996

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.

Toplam 0 adet kaynakça vardır.

Ayrıntılar

Bölüm Araştırma Makaleleri
Yazarlar

Arzu Arıkan

David E. Fernie Bu kişi benim

Rebecca Kantor Bu kişi benim

Yayımlanma Tarihi 16 Ağustos 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 16 Sayı: 4

Kaynak Göster

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 Arıkan A, Fernie DE, Kantor R. Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency. İOO. Ağustos 2017;16(4):1829-1849. doi:10.17051/ilkonline.2017.342996
Chicago Arıkan, Arzu, David E. Fernie, ve Rebecca Kantor. “Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency”. İlköğretim Online 16, sy. 4 (Ağustos 2017): 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 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, 2017, doi: 10.17051/ilkonline.2017.342996.
ISNAD Arıkan, Arzu vd. “Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency”. İlköğretim Online 16/4 (Ağustos 2017), 1829-1849. https://doi.org/10.17051/ilkonline.2017.342996.
JAMA 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, 2017, ss. 1829-4, doi:10.17051/ilkonline.2017.342996.
Vancouver 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):1829-4.