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Rethinking Instructional Technology in a Graduate Early Childhood Education Class: Moving Away From TPACK PROCEEDINGS

, Kennesaw State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Digital literacy is an important aspect to consider within teacher education as a way to address 21st century learner needs. An analysis of an online graduate level technology course for early childhood educators revealed a quickly out of date framework had been utilized, and a course redesign to focus on pedagogical possibilities for digital literacy occurred. The original framework intended for the course redesign was the TPACK framework, but analysis of the course by K-12 instructional technology experts yielded a shift from TPACK to frameworks more in line with conversations happening on K-12 level.

Citation

Digiovanni, L. (2015). Rethinking Instructional Technology in a Graduate Early Childhood Education Class: Moving Away From TPACK. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2006-2007). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 24, 2018 from .

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