Early Childhood Teacher Preparation and Technology Integration: The Arizona State University West Experience

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Kelley, M., Wetzel, K., Padgett, H., Williams, M.K. & Odom, M. (2004). Early Childhood Teacher Preparation and Technology Integration: The Arizona State University West Experience. Information Technology in Childhood Education Annual, 2004(1), 245-260. AACE.
Retrieved from http://www.editlib.org/p/12901.

Journal Information

Information Technology in Childhood Education Annual
ISSN 1522-8185
Volume 2004, Issue 1, 2004
Association for the Advancement of Computing in Education (AACE)

More Information on ITCE Table of Contents

Authors

Michael Kelley, Keith Wetzel, Helen Padgett, Mia Kim Williams, Mary Odom, Arizona State University West, USA

Abstract

Over the past 6 years, Arizona State University West (ASU West), located in Phoenix, Arizona, has developed an Early Childhood program that features curricula based on the National Education Technology Standards for Teachers (NETS-T; International Society for Technology in Education [ISTE], 2000), National Technology Standards for Students (NETS-S; ISTE, 2000), and the Arizona Teaching Standards. We have provided support for change through (a) faculty development, (b) curriculum revision, and (c) technology friendly field placements. This support for change has led to an Early Childhood program in which 100% of the faculty integrate technology into their teaching, and graduates are better prepared to use technology in their future classrooms. This article is designed to describe how the ASU West early childhood preservice teachers are prepared to use technology within inclusive settings. The article begins with a brief characterization of the campus and the teacher education students. Next is the underlying program philosophy and guiding principles that support the program efforts. Following the program philosophy is a fuller description of the specific program practices that led to systemic technology integration. Where appropriate, sample artifacts and program media will be displayed to further enrich the narrative descriptions. The article concludes with a description of lessons learned and the strategies we are employing to sustain and expand upon the initiative.

Keywords

• Standards
• Early Childhood Education
• Educational Technology
• Inclusive Education
• Preservice Teacher Education

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