Abstract
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.
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Langub, L.W., Lokey-Vega, A. Rethinking Instructional Technology to Improve Pedagogy for Digital Literacy: A Design Case in a Graduate Early Childhood Education Course. TechTrends 61, 322–330 (2017). https://doi.org/10.1007/s11528-017-0185-1
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DOI: https://doi.org/10.1007/s11528-017-0185-1