Online Professional Development Design: Examining Early Childhood Teachers' Experiences

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Abstract

This paper evaluates participant engagement in an online early mathematics professional development program for early childhood teachers. The eight-course online curriculum introduces early childhood teachers to mathematical concepts such as math literacy, number sense, patterns, geometry, measurement, data collection and math processes. The mixed-methods analyses showed that participants responses for variables relating to online module design elements were positively correlated to course engagement, satisfaction, and helpfulness. Qualitative data revealed positive responses to the online professional learning experience with a majority of participants reporting positive experiences after participating in this online professional development program.

Authors

• Kathleen Sheridan, University of Illinois at Chicago

• David Banzer, University of Illinois at Chicago

• Xiaoli Wen, National-Louis University