An effective way of teaching early childhood education on-line

Childhood Education, Summer 2001 by Guha, Smita

A teaching strategy can be defined as a carefully prepared plan that involves steps to achieve a goal

(Grossman & Williston, 1999, p. 235).

Given the advancements in computer technology and the widespread use of the Internet, there is no better time to initiate a teaching strategy that incorporates technology use.

On-line courses can be an effective way of providing educational opportunities for preservice teachers who are unable to attend the required courses at a set time. Distance learning, specifically in its on-line form, has become an increasingly important part of college and university programs across the United States. Institutions are expending resources to enhance their digital links and offer convenience to those students who find a nontraditional approach to education a better fit with their cramped schedule. Given the advancements in computer technology and the widespread use of the Internet, there is no better time to initiate a teaching strategy that incorporates technology use.

Although this new mode of education is in its infancy, it holds enormous promise for the future. Being a proponent of technology-based education, I wanted to explore the value of conducting an on-line course in my capacity as an instructor of Early Childhood Education at Temple University. The convenience and flexibility of on-line courses are significant benefits, for both students and universities. Nevertheless, they also have shortcomings. Online learning does not provide face-to-face instruction, nor does it promote the campus experience, which can be an important part of an individual's growth. Furthermore, on-line instruction relies heavily on students' motivation. The students have to be responsible for their own learning; some may be better served by the structure and discipline of a traditional class setting. As educators, we must weigh all these factors before we promote on-line learning. If on-line instruction can be determined to assist students in their learning process, then there is good reason to incorporate it into the course curricula.

I believe that the preservice teachers' views are very important when developing an on-line course. Preservice teachers are in a position to assist us in reviewing the structure of on-line courses, because of their firsthand experiences. The responses from these students constitute an important factor in assessing what courses to offer on-line, and how to do so.

Designing the Course

The elementary teacher education program at Temple University requires students to complete 128 semester hours, 12 of which are mandatory course requirements. "Curriculum in Early Childhood Education" (ED 320) is a mandatory, introductory course and is offered in both a traditional and an on-line format. Many students opt to take the course on-line.

As the instructor, I designed and developed the material for this online course, keeping in mind that the course would be the first experience with Web-based instruction for most of the students. As part of the course requirements, students had to meet with me for the first class on campus; at later dates, they would meet me at an early childhood center for firsthand experience with young children. The child care center selected for the course was close to the university campus, making it an easy commute for the students. Selecting a nearby child care center also accomplished the university's mission of building an education partnership with the neighborhood schools. By partnering with Temple, the child care center gained recognition; furthermore, it could hire from a talented student pool already trained in that particular setting. The visits to the child care centers, in turn, enriched the learning experience for the student teachers.

On-line Instruction Method

The curriculum for ED 320 was designed to provide 60 percent of the instruction on-line. The "off-line" work includes reading from textbooks, reviewing articles from libraries, interacting with the children at the child care centers, and documenting their observations of and interactions with the children. The Web page developed specifically for the course, using Front Page and Blackboard software (an e-Learning software platform), allows students to review the course materials and download the needed documents. Students receive a specific log-in name and password that provide access to the course materials. The class assignments are posted on the Web, and are designed as forms that can be filled out electronically.

Students log on to the Web site, access the course file, and retrieve the assignments. For example, students can view and download the lesson plan format, observation guides, and self-assessment forms; then they fill those out and submit their reports/assignments electronically through a "digital drop box." The digital drop box page, which is password protected, allows students to exchange files with the instructor through the Blackboard platform. Reports are then graded and sent back, electronically, to each student. The students communicate with each other and participate in class discussions through a class "listserv," or a collection of E-mail addresses. Listserv is a software package that manages electronic mail lists. Whenever a subscriber sends a message to a particular list, that message is automatically distributed by the Listserv software to all other subscribers. The students can also communicate with the instructor through E-mail messages and telephone calls.