8 Key Attributes to Effective PD for Early Childhood Educators in ICT
Getting it right for your professional development in ICT is important these days. Despite evidence showing that there is a lack of this around, you need to be aware of what to look forward to ensure that it will assist you in making an impact on learning in early childhood education and care.
If you want to start the process of integrating technology in early childhood education and care then it can all start with one single computer, one programmable toy, and even one digital camera.
Effective PD for early childhood educators in ICT will be the key to developing ICT capability and ICT literacy today.
8 key points of effective PD for early childhood teachers in ICT
According to Bolstad (2004, p51) there are key attributes which underpin successful ICT professional development in early childhood education. Each of these share a strong similarity with the models which Prestridge outlines above.
- Involve teachers in setting the professional development agendas;
- Take place in the early learning environments;
- Involve small group collaborations;
- Build on teachers’ existing knowledge about curriculum and practice;
- Are based on a specific project that teachers plan to implement in their own classroom;
- Are linked to educational theory;
- Provide time and opportunities to experiment and reflect on new experiences; and
- Involve learning ICT skills on a “need to know” basis.
Effective professional development must enable participants to investigate and challenge assumptions, make change happen in their teaching strategies for early childhood, beliefs and understandings.
The next time you go looking for professional development, make sure that the early childhood educators in your centre follow the same approach to you.