國立虎尾科技大學 |

Digital Discourses in Early Childhood Educator Online Learning.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Digital Discourses in Early Childhood Educator Online Learning./
Author:	Hoffman, Emily Brown.
Description:	1 online resource (257 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355177190

Digital Discourses in Early Childhood Educator Online Learning.
Hoffman, Emily Brown.

Digital Discourses in Early Childhood Educator Online Learning. - 1 online resource (257 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--University of Illinois at Chicago, 2017.

Includes bibliographical references

Active, dialogic participation is a necessary component of high quality teacher professional learning (Dunst, Bruder, & Hamby, 2015). However, logistical problems arise when implementing cooperative learning opportunities for early childhood educators, as preschool teachers are habitually separated from peers both institutionally and geographically. Accordingly, early childhood educators are uniquely positioned to benefit from online learning as digital technologies can connect people previously restricted by physical space. This 10-week descriptive, single-case study employed virtual ethnographic methods and applied the Community of Inquiry Framework (Garrison, Anderson, & Archer, 2000) and the Multimodal Theory of Communication (Kress & Van Leeuwen, 2001) to investigate a synchronous online learning community of currently practicing early childhood educators. This study explored the opportunities the course afforded for participants to engage in multimodal communication around content and pedagogical knowledge by focusing on how practicing preschool educators discussed the teaching and learning of literacy and language in settings through the online platform. Constant comparative (Glaser & Strauss, 1967) and multimodal discourse (Kress & Van Leeuwen, 2001) analyses revealed the necessity of technology preparation and a technology relaxed atmosphere for successful implementation and identified two active engagement paths of collaborative learning. Analyses also emphasized how multimodal communication was not innate to the platform, but reliant on teaching presence to facilitate effective collaborative active engagement. Findings provide a foundation for future research and practice regarding early childhood online professional learning, as they highlight the potential of synchronous online platforms.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355177190Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

Digital Discourses in Early Childhood Educator Online Learning.
LDR:03017ntm a2200337K 4500 001 913586
005 20180618095117.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355177190
035 $a (MiAaPQ)AAI10644483
035 $a (MiAaPQ)0799vireo:265Hoffman
035 $a AAI10644483
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Hoffman, Emily Brown. $3 1186486
245 1 0 $a Digital Discourses in Early Childhood Educator Online Learning.
264 0 $c 2017
300 $a 1 online resource (257 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: William Teale.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 2017.
504 $a Includes bibliographical references
520 $a Active, dialogic participation is a necessary component of high quality teacher professional learning (Dunst, Bruder, & Hamby, 2015). However, logistical problems arise when implementing cooperative learning opportunities for early childhood educators, as preschool teachers are habitually separated from peers both institutionally and geographically. Accordingly, early childhood educators are uniquely positioned to benefit from online learning as digital technologies can connect people previously restricted by physical space. This 10-week descriptive, single-case study employed virtual ethnographic methods and applied the Community of Inquiry Framework (Garrison, Anderson, & Archer, 2000) and the Multimodal Theory of Communication (Kress & Van Leeuwen, 2001) to investigate a synchronous online learning community of currently practicing early childhood educators. This study explored the opportunities the course afforded for participants to engage in multimodal communication around content and pedagogical knowledge by focusing on how practicing preschool educators discussed the teaching and learning of literacy and language in settings through the online platform. Constant comparative (Glaser & Strauss, 1967) and multimodal discourse (Kress & Van Leeuwen, 2001) analyses revealed the necessity of technology preparation and a technology relaxed atmosphere for successful implementation and identified two active engagement paths of collaborative learning. Analyses also emphasized how multimodal communication was not innate to the platform, but reliant on teaching presence to facilitate effective collaborative active engagement. Findings provide a foundation for future research and practice regarding early childhood online professional learning, as they highlight the potential of synchronous online platforms.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Early childhood education. $3 557157
650 4 $a Reading instruction. $3 1148440
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0518
690 $a 0535
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Illinois at Chicago. $b Curriculum & Instruction. $3 1182241
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10644483 $z click for full text (PQDT)