Omaha, Neb. — A recently published report investigates the current uses of technology in early childhood professional development (EC PD), how Nebraska programs are integrating technology into their professional development, and how technology can be leveraged to provide more access and more effective professional development to early child care providers in the state.
The report, entitled Technology-Supported Early Childhood Professional Development in Nebraska, was authored by Jan Esteraich for the Buffett Early Childhood Institute at the University of Nebraska. Esteraich is a doctoral student in the Department of Child, Youth, and Family Studies (CYAF) at the University of Nebraska-Lincoln.
There is broad consensus that ongoing professional development of early childhood care providers and educators is key to raising child care quality, and many states—including Nebraska—face a growing need to provide training and formal education to large numbers of early care and education practitioners dispersed across wide geographic regions.
The use of technology-supported ECPD is an effective strategy for maximizing the flexibility and accessibility of PD offerings, as well as improving program practices, while maintaining quality and managing costs. ECPD has a promising future, especially in rural areas. The report offers several short-term recommendations for expanding access to and use of this delivery method.
The research in the report was funded by Dr. LaVonne Plambeck of the Montessori Foundation. The report can be viewed at buffettinstitute.nebraska.edu/resources/reports-publications.