Elizabeth's+Lit+Review+List

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===Distance education has become a common instructional option in the higher education. In the field of early childhood teacher education, more teachers are choosing to take the online format rather than the face to face delivery method. If this is an inevitable future for the early childhood teacher education, how can the educational experiences be improved?===

This paper will do an exploratory study on possible web 2.0 technology tools to enhance the online learning experiences for early childhood teacher education.
= = = = Annotated Bibliography Three instructors from Deakin University compare free wiki features from Media Wiki, PMWiki, and PhPWiki. This paper submitted for ASCILITE conference examines wiki as an online educational tool and discuss the research that has been done at Deakin University so far and the possible future research. The previous research showed 50% unsatisfied with the current Deakin Studies Online which in facilitated by WebCT Vista. Wiki is introduced as an icebreaker tool and the wiki technology supported close to 500 users. The study also showed frequent visits by the users and helpful in online collaboration.
 * Augar, N., Raitman, R., & Zhou, W. (2004). //Teaching and learning online with wikis.// Retrieved September 20, 2007, from ASCILITE: http://www.ascilite.org.au/conferences/perth04/**

This paper provides the criteria for new e-learners considering whether and how to implement online learning. The criteria considered are appropriate strategy for online learning, the proposed market and the instructional design of the online product, student-faculty interaction in the online environment and evaluation issues. The eight key areas for e-learning process at that time were presented and imposed the unlimited possibilities the “n-geners” will bring in the future. Some major components that will be useful for my study will be the eight key areas to focus on when looking into the Web 2.0 technology tools.
 * Blass, E., & Davis, A. (2003, August). Building on Solid Foundations: Establishing Criteria for e-Learning development. //Journal of Further and Higher Education// //, 27// (Number 3), pp. 227-245.**

The current state of emerging technology calls for pedagogical shift in distance education. Beldarrain examines the current emerging technologies such as blogs, wikis, podcasts including vlogs and audioblogs to promote collaborative online learning environment. He recognizes that actively implementing web 2.0 technologies will depend on various conditions but indicates seven important principles for technology integration by Chickering and Ehrmann (1996). He also addresses the need to improve the current technology integration in online distance learning. The emerging technologies also address the ability to customize the contents and learner’s level of interaction which is the preferred focus of instructional design. Beldarrain indicates the possible implication of web 2.0 technologies to change the application of theories by the distance educators and the future role of the instructor. This article is helpful in my context of exploring possible web 2.0 technology alternatives to the current distance learning tools used. This article also provide some positive use for wikis as a tool to provide better social interaction in distance learning. “Wikis are flexible enough to serve different purposes and be adapted in different courses, such as those teaching writing or even biology (University of Maryland Baltimore County, 2006).” (p150)
 * Beldarrain, Y. (2006). Distance Education Trends: Integrating New Technologies to Foster Student Interaction and Collaboration. //Distance Education// //, Volume 27// (Number 2), 139-153.**

This article address the online learning and guidelines and helpful information on distance learning for early childhood educators. Donohue, Fox, and Torrence provide self-evaluation tools to determine if online learning compatibilty. They also provide resources on distance learning in early childhood education and believe that current technologies have great potential for early childhood teacher education and professional development. In the end, they conclude that the online learning is more about the quality of the teaching and learning rather than the technology.
 * Donohue, C., Fox, S., & Torrence, D. (2007). Early Childhood Educators as eLearners: Engaging Approaches to Teaching and Learning Online. //Young Children// //, Volume 62// (Number 4), 34-41.**

Donohue and Neugebauer identify components of successful e-learning programs for early childhood educators and how technology can be used in an innovative ways. They address eight trends in technological integration in early childhood education and examples of successful e-learning
 * Donohue, C. & Neugebauer, R. (2004). Innovations in E-learning: New Promise for Professional Development. Young Children, Volume 59 (Number 3), 22-25.**

Guha explains the procedures and process of designing an online course at Temple University for early childhood educators. She indicates the successful methods that were implemented in the course of her design and some not so successful aspects of the design. This article was helpful for me in examining if early childhood educators have very different preference in terms of online learning.
 * Guha, S. (2001). An Effective Way of Teaching Early Childhood Education On-Line. //Childhood Education//, 226.**

The Capital Area Technology and Inquiry in Education program (CATIE) participated in the study to better sustainability and cost-effectiveness by incorporating hybrid delivery methods in the professional development for K-6 teachers. The hybrid model proved to be better in sustaining teachers and schools to participate and continue with the professional development opportunities. Holmes, Polhemus, and Jennings described that “blending technology in situated models of professional development may offer teachers a balanced approach to technology integration that infuses rich resources in a supportive learning community.”
 * Holmes, A., Polhemus, L., & Jennings, S. (2005). CATIE: A Blended Approach to Situated Professional Development. //Journal of Educational Computing Research, v32 n4 p381-394 200// //, Volume 32// (Number 4), 381-394.**

This article examines the current early childhood teacher preparation programs including what is considered high quality early childhood professional preparation programs and the future at the baccalaureate degree in early childhood education. This book has collection of articles with introduction by Horn-Wingered, Yson, and Karp. The chapters that were pertinent to my paper will be //State of the Art in Early Childhood Professional Preparation// by Joan P. Isenberg and Career //pathways in Ohio’s Early Childhood Professional Community: Linking Systems of Preparation Inside and Outside of Higher Education// by Rebecca Kantor, David E. Fernie, James A. Scott, Jr., and Marce Verzaro-O’Brian.
 * Horn-Wingered, D., Hyson, M., & Karp, N. //New Teachers for new century: The future of early childhood professional preparation.// ED. Pubs.**

Early childhood programs and teachers teaching 3 and 4 year-olds were surveyed to get a general sense of the demographic characteristics throughout the United States. The types of programs that currently exist and the structural features of quality were examined. The characteristics that associates with quality in early childhood programs are teacher education, wages and turnover, child-to-staff ratio, cultural representation of teachers, and hours of program operations. The study shows that majority of the early childhood teachers are women and 78% are white and about 50% of these teachers have earned a college degree. This information is helpful in understanding who majority of the learners are in early childhood teacher education instructional design.
 * Saluja, G., Early, D. M., & Clifford, R. (n.d.). Demographic characteristics of early childhood teachers and structural elements of early care and education in the United States. //Early Childhood Research and Practice// .**

This article focuses on the specific activities that an instructor can use to enhance the online learning experience more meaningful. There are general planning steps to successful implementation: 1. To know the instructor’s tasks prior to the activity. 2. To clearly communicate the student’s tasks prior to the activity. 3. To clearly communicate the steps involved in delivering the activity. 4. How to assess the students doing the activity. He concludes that online learning can enhance the learning experience for the students while entertaining for the students as well. Some creative adaptation to traditional learning activities can make an online learning successful. This article was useful for my research in the areas of the specific activities used online to encourage more collaborative learning online. Activities such as pairing up to introduce your classmates as ice-breaker or playing roles in groups or even group blogs are some great ideas.
 * Watkins, R. (2005). Developing Interactive E-Learning Activities. //Performance Improvement// //, Volume 44// (Issue 5), 5-7.**

This quantitative study answers two research questions in the context of web-based professional development program for early childhood education teachers called MyTeachingPartner (MTP): 1. Does participation vary by the level of service teachers receive? 2. Do teachers’ perceptions of the value of MTP vary by the level of service they receive? The findings provide evidence that the level of support teachers receive corresponds to their participation and evaluation of a professional development program. This may be significant in my study since this indicates the early childhood educators’ tendency to higher level of participation if they find it useful. This may be useful information in determining which Web 2.0 technology tools are more suited for the early childhood teacher education.
 * Whitaer, S., Kinzie, M., Kraft-Sayre, M. E., Mashburn, A., & Pianta, R. C. (2007). Use and Evaluation of Web-based Professional Development Services Across Participant Levels of Support. //Early Childhood Education Journal// //, Volume 34// (Number 6), 379-386.**