Rethinking Instructional Technology to Improve Pedagogy for Digital Literacy: A Design Case in a Graduate Early Childhood Education Course

Digital literacy is an important aspect to consider within teacher education as a way to address twenty-first century learner needs, particularly in early childhood contexts where developmental concerns should be paramount in making instructional design decisions. This article is a design case of a...

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Bibliographic Details
Published in:TechTrends 2017-07, Vol.61 (4), p.322-330
Main Authors: Langub, Lee Woodham, Lokey-Vega, Anissa
Format: Article
Language:English
Subjects:
Collaboration
Computer Literacy
Curriculum Design
Curriculum Development
Design improvements
Digital literacy
Early Childhood Education
Education
Education Courses
Educational Technology
Elementary Secondary Education
Expertise
Feedback
Feedback (Response)
Graduate Students
Instructional design
Learning and Instruction
Original Paper
Teacher Education
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Summary:Digital literacy is an important aspect to consider within teacher education as a way to address twenty-first century learner needs, particularly in early childhood contexts where developmental concerns should be paramount in making instructional design decisions. This article is a design case of a graduate level early childhood education instructional technology course revision, including course design elements and learner feedback. Collaboration with P-12 instructional technology experts on the re-design yielded a fluid course more in line with current conversations and professional development happening on the P-5 level.
ISSN:8756-3894
1559-7075
DOI:10.1007/s11528-017-0185-1