Practitioner Inquiry as a Professional Learning Strategy to Support Technology Integration in Early Learning Centres: Building Understanding through Rogoff's Planes of Analysis

Autor/inn/en	Johnston, Kelly; Hadley, Fay; Waniganayake, Manjula
Titel	Practitioner Inquiry as a Professional Learning Strategy to Support Technology Integration in Early Learning Centres: Building Understanding through Rogoff's Planes of Analysis
Quelle	In: Professional Development in Education, 46 (2020) 1, S.49-64 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnston, Kelly) ORCID (Hadley, Fay) ORCID (Waniganayake, Manjula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2019.1647871
Schlagwörter	Inquiry; Learning Strategies; Technology Integration; Faculty Development; Early Childhood Teachers; Foreign Countries; Young Children; Play; Teacher Attitudes; Child Care Centers; Technological Literacy; Educational Resources; Reflection; Context Effect; Australia + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Ausland; Spiel; Lehrerverhalten; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Technisches Wissen; Bildungsmittel; Australien
Abstract	Professional learning and development for early childhood educators are increasingly recognised as pivotal in supporting curricula that are socially and culturally relevant to children. The ubiquitous nature of technology creates the necessity for educators to increase their knowledge and understandings of how to support children's digital citizenship. The focus of this paper is on practitioner inquiry as a professional learning strategy to support technology integration in early learning centres in Australia. Collective case-studies were undertaken with educators at three early learning centres in New South Wales, Australia to gain insights into their beliefs and attitudes towards technology and to investigate ways to include technology as a complementary tool or resource in play-based learning. Rogoff's three planes of sociocultural analysis were adopted to better understand the interplay between various influencing factors. Framing the analysis through Rogoff's approach provided an innovative way to underscore contextually relevant professional learning support that was responsive to diversity in educator beliefs, knowledge and practices with digital technologies as well as specificities of each early learning centre. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01