Sincere and Steady will
Ready, Steady, Study:
Implications of Online Learning for Early Childhood Teacher Education
KARIN DU PLESSIS, LISA WALKER, CHRISTOPHER NAUGHTON
NEW ZEALAND TERTIARY COLLEGE
AUCKLAND, NEW ZEALAND
This review considers online learning and preparation for learning in an online environment in the early childhood field. Although the literature reviewed employs a range of terms to describe delivery options facilitated via various modern technologies, there is commonality in the intent to deliver effective student learning opportunities through an online mode. In this review, the term online learning will be used as an umbrella term for such learning.
INTRODUCTION
As the early childhood sector moves toward the New Zealand Government’s
2012 requirement (Pathways to the Future:
Nga Huarahi Arataki) for all early childhood teachers to hold a minimum of a Diploma in Teaching (Ministry of
Education, 2002), the character of early childhood teacher education is changing also. There has been a rapid growth in
New Zealand from six colleges of education being the sole providers of teacher education in the 1990s to twenty providers today (Kane, 2005). Kane also notes that in New Zealand the majority of early childhood courses are classroombased, and they are taught by private training establishments and institutes of technology/polytechnics. To meet the needs of the sector (i.e., to hold at minimum a diploma qualification), early childhood teacher education providers are investing in new ways of delivering their programmes. At the forefront of alternative methods of course delivery are courses delivered via online technologies. In a sector known for its innovation and rapid growth (Kane,
2005), early childhood teacher education has shown that learning in an online environment has become an increasingly popular alternative to traditional face-toface modes of study.
ONLINE VS. TRADITIONAL
MODES OF LEARNING
Distance learning has been
Implications of Online Learning for Early Childhood Teacher Education
KARIN DU PLESSIS, LISA WALKER, CHRISTOPHER NAUGHTON
NEW ZEALAND TERTIARY COLLEGE
AUCKLAND, NEW ZEALAND
This review considers online learning and preparation for learning in an online environment in the early childhood field. Although the literature reviewed employs a range of terms to describe delivery options facilitated via various modern technologies, there is commonality in the intent to deliver effective student learning opportunities through an online mode. In this review, the term online learning will be used as an umbrella term for such learning.
INTRODUCTION
As the early childhood sector moves toward the New Zealand Government’s
2012 requirement (Pathways to the Future:
Nga Huarahi Arataki) for all early childhood teachers to hold a minimum of a Diploma in Teaching (Ministry of
Education, 2002), the character of early childhood teacher education is changing also. There has been a rapid growth in
New Zealand from six colleges of education being the sole providers of teacher education in the 1990s to twenty providers today (Kane, 2005). Kane also notes that in New Zealand the majority of early childhood courses are classroombased, and they are taught by private training establishments and institutes of technology/polytechnics. To meet the needs of the sector (i.e., to hold at minimum a diploma qualification), early childhood teacher education providers are investing in new ways of delivering their programmes. At the forefront of alternative methods of course delivery are courses delivered via online technologies. In a sector known for its innovation and rapid growth (Kane,
2005), early childhood teacher education has shown that learning in an online environment has become an increasingly popular alternative to traditional face-toface modes of study.
ONLINE VS. TRADITIONAL
MODES OF LEARNING
Distance learning has been
References: Ajzen, I., & Fishbein, M. (1977). Attitudebehavior relations: A theoretical analysis and review of empirical research. Davies, R., & Mendenhall, R. (1998). Journal of Distance Learning, Vol 12, No 1, 2008 © Distance Education Association of New Zealand 6 Kaynama, S. A., & Keesling, G. (2000). Lai, K. W. (2001). Professional development: Too little, too generic? In K Levine, S. J. (2005). Creating a foundation for learning relationships McVay Lynch, M. (2001). Effective student preparation for online learning September 24, 2007, from http:// technologysource.org/article/effective_ guidelines project. Retrieved September 26, 2007, from http://elg.massey.ac.nz/ elg-final-report.pdf Ministry of Education (2002) Nichols, M., & McLachlan, C. (2006). Perez Cereijo, M. V. (2006). Attitude as a predictor of success in online training. Pillay, H., Irving, K., & Tones, M. (2007). ED422876) Sunal, D & Sundberg, C. A. (2003). Researchsupported best practices for developing online learning Walker, L., & du Plessis, K. (2007). Preparing early childhood student teachers for (1997). Utilizing a problem-based approach on the World Wide Web (2006). An integrative model to predict the continuous use of electronic learning Young, J. R. (2002). “Hybrid” teaching seeks to end the divide between traditional