Understanding the Experiences of Early Childhood Professionals' Navigation of Remote Teaching and Learning With Technology

• In Event: Seeking Equity and Excellence Through Technology and Computer Science Education

Abstract

How did early childhood professionals transition to developmentally appropriate technology-based learning during the COVID-19 pandemic, and more importantly, how did they adapt and realize their learning and teaching goals for young children? In this study, we examine qualitative interview data from 11 early educators from a range of settings (e.g., schools, libraries, enrichment clubs) who participated in a graduate training program for integrating technology in early childhood in Fall 2020. Participants identified learning goals for children and teaching goals for themselves and their colleagues, which we examined through the lens of technology integration frameworks. In addition to challenges facing rapid virtual transitions, participants revealed successes of immersive technology experiences for children and novel opportunities to assess children’s learning.

Authors

• Amanda Strawhacker, Tufts University

• Madhu Govind, Tufts University

• Marina U. Bers, Tufts University