Findings
of technology for recording practice sessions for review later, and assignments for self-reflection and reflection with peers or expert coaches) that can have meaningful impacts on teachers’ behaviors and children’s outcomes (Buysse et al., 2009; Dunst & Trivette, 2009). 2.3. What research exists about tech-supported ECPD? Literature Review of Tech-Supported ECPD Although the use of technology-supported PD to educate and train early childhood care providers has increased dramatically (Gill, 2011), studies of its effectiveness within the context of early childhood programs are nascent (Diamond, Justice, Siegler, & Snyder, 2013; NAEYC, 2012). This literature review includes studies demonstrating the effectiveness of online modules and embedded technology in regard to teacher and/ or child outcomes. Teacher satisfaction with online learning modules is also addressed. A handful of studies investigating online communities of practice was also included in the review. Most of the studies found during the literature search reported on the use of online modules with embedded multimedia components like video exemplars, and often in combination with technology-supported coaching models. Remarkably, no empirical research on the effectiveness of webinars was found, although dozens of cost-free webinar websites exist for early childhood teachers (see Table 1.2 for websites offering webinars). Please see Table 2.1 at the end of this section for the studies selected for this report. Teacher Satisfaction Learner satisfaction in online learning experiences has been shown to be an important indicator of the learner’s cognitive outcomes from course participation (Liao & Hsieh, 2011). The following studies addressed teacher satisfaction when using tech-supported ECPD. Stone-MacDonald & Douglass, 2014 Stone-MacDonald & Douglass examined one state’s effort to deliver required QRIS training to early childhood providers using online courses. The courses covered the state’s core competencies, early learning standards, and content knowledge, and were available fully online for self-study, or as an instructor-led blended or face-to-face course. Statewide trainers were trained on how to integrate the online courses in the blended and F-2-F formats. At the end of a 10-month period, the trainers and teachers who participated in the study (N = 800) were surveyed about their experiences with the online modules. Seventy-five percent reported being comfortable or very comfortable with computers. Sixty-nine percent of the participants chose to complete the online
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Technology-Supported Early Childhood Professional Development in Nebraska