Ready for Robotics: Bringing Together the T and E of STEM in Early Childhood Teacher Education

Autor/inn/en	Bers, Marina Umaschi; Seddighin, Safoura; Sullivan, Amanda
Titel	Ready for Robotics: Bringing Together the T and E of STEM in Early Childhood Teacher Education
Quelle	In: Journal of Technology and Teacher Education, 21 (2013) 3, S.355-377 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	STEM Education; Early Childhood Education; Knowledge Base for Teaching; Developmentally Appropriate Practices; Engineering Education; Technology Education; Teaching Skills; Faculty Development; Teacher Education; Robotics; Programming; Teaching Methods; Program Effectiveness; Pedagogical Content Knowledge; Likert Scales; Semi Structured Interviews; Mixed Methods Research + Suchen Sie Ihr Suchwort? STEM; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching theory; Theory of teaching; Unterrichtstheorie; Entwicklungsbezogene Bildung; Ingenieurausbildung; Technisch-naturwissenschaftlicher Unterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerausbildung; Lehrerbildung; Robotertechnik; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Likert-Skala
Abstract	Prior work has shown that early childhood educators demonstrate a lack of knowledge and understanding about technology and engineering, and about developmentally appropriate pedagogical approaches to bring those disciplines into the classrooms. This paper reports a study in which 32 early childhood educators participated in an intensive three-day professional development workshop with the goals of: increasing teachers' knowledge about robotics, engineering and programming, and pedagogies for teaching them in the early childhood classroom. Results show a statistically significant increase in the level of knowledge in all the three areas of technology in general, pedagogy, and robotics content knowledge after participation in the institute. Additionally, results show significant increases in several aspects of technology self-efficacy and attitudes toward technology. Implications for designing effective technology focused professional development are discussed. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10