Learning with technology for pre-service early childhood teachers

Anna Campbell, Grazia Scotellaro

    Research output: Contribution to journalArticlepeer-review

    16 Citations (Scopus)


    This paper describes an innovative pilot project at the University of Canberra
    aimed at providing pre-service early childhood teachers with the skills, confidence
    and ideological change required to include technology-enhanced learning as part
    of the early childhood curriculum. The impact of the project was evaluated through
    participant observation, and a thematic analysis of entries in student learning diaries,
    student feedback and transcriptions of semi-structured interviews with staff involved
    in the delivery of the program. The analysis demonstrates that an intensive learning
    program can successfully change the attitudes of pre-service early childhood teachers
    toward the integration of technologies in the early childhood curriculum, and that
    the scaffolded learning process in the intensive program enhanced the learning and
    retention of the students’ technological knowledge and skills.
    Original languageEnglish
    Pages (from-to)11-18
    Number of pages8
    JournalAustralasian Journal of Early Childhood
    Issue number2
    Publication statusPublished - 2009


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