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ERIC Number: EJ1226370
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1090-1027
A Review of Research on Technology-Mediated Language and Literacy Professional Development Models
Snell, Emily K.; Hindman, Annemarie H.; Wasik, Barbara A.
Journal of Early Childhood Teacher Education, v40 n3 p205-220 2019
With the advance of technology, additional opportunities for professional development are available through nontraditional means. In this review, we examine the effectiveness of technology-mediated language and literacy professional development (Tech PD) programs for teachers and students in early childhood settings. We review Tech PD interventions that have been evaluated using random or quasi-random assignment, peer-reviewed studies. Two questions about this corpus of research were examined: (1) how technology is being used in the programs and (2) whether Tech PD is effective for supporting teachers' enhanced language and literacy instruction and children's learning. Examining the past 16 years of published works (2001-2017), 11 studies were identified. We identify five different types of Tech PD: remote coaching over live video, remote coaching via recorded video or e-mail, online courses, group courses over satellite or video, and online curricula, with results suggesting that impacts on teachers' language and literacy practices and student learning can be comparable to in-person equivalents.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: U411C110111