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Beyond Professional Development: A Case Study of Implementing iPads in Early Childhood Education
PROCEEDINGS

, Department of Learning Design & Technology, University of Hawaii Manoa, United States ; , Chaminade University, United States ; , University of Hawaii Manoa, 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

In the rapidly changing context of highly ubiquitous mobile technologies, past assumptions about technology use and adoption within early childhood education are continuously evolving. This case study examines a two-year project on implementing iPads by 15 teachers from Hawaii preschools. Using a multiple methods case study approach and theoretical foundation of adoption theory, we found that previous assumptions about professional development need to be updated. Rather than questions of should technology be used, increasingly the concern is how to assist early childhood educators with the tools, knowledge, and strategies required to respond to such rapid shifts in the digital landscape.

Citation

Hoffman, E., Park, E. & Lin, M.F. (2015). Beyond Professional Development: A Case Study of Implementing iPads in Early Childhood Education. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2008-2015). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2019 from .

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