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dc.contributor.authorLeoste, Janika
dc.contributor.authorLavicza, Zsolt
dc.contributor.authorFenyvesi, Krostof
dc.contributor.authorTuul, Maire
dc.contributor.authorÕun, Tiia
dc.date.accessioned2022-05-09T08:50:25Z
dc.date.available2022-05-09T08:50:25Z
dc.date.issued2022
dc.identifier.citationLeoste, J., Lavicza, Z., Fenyvesi, K., Tuul, M., & Õun, T. (2022). Enhancing Digital Skills of Early Childhood Teachers Through Online Science, Technology, Engineering, Art, Math Training Programs in Estonia. <i>Frontiers in Education</i>, <i>7</i>, 894142. <a href="https://doi.org/10.3389/feduc.2022.894142" target="_blank">https://doi.org/10.3389/feduc.2022.894142</a>
dc.identifier.otherCONVID_144241706
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/80931
dc.description.abstractTeacher professional development programs, including mid- and long-term Science, Technology, Engineering, Art, Math (STEAM) courses, have recently moved from in person learning at university premises to an online environment. Whether it is a temporary change in learning methods caused by the COVID-19 restrictions or whether it will become a new normal is currently under discussion in many teacher training institutions around the world. The aim of this study was to design and implement time- and money-saving synchronous online teacher training format for conducting co-design courses for early childhood teachers in the theme of STEAM integrated learning activities. Based on Tallinn University’s curriculum of in-person training courses on the same topic, with the volume of 40 contact hours, we delivered the content in two different formats: in 11-months (as it used to be in pre-COVID period) and in 4-months, adapted to participants’ needs. We used a self-assessment survey, based on DigCompEdu framework, to assess the increase of digital competences in the two formats. The long-format course had 31 participants and the short-format course had 50 participants. The assessment was based on pre- and post-test and we used structured live video presentations to let participants retrospectively describe their learning experiences. Results indicate that the participants of both courses had improved their digital competences and achieved the learning outcomes set by course content. There was no significant difference in increase of digital competences or the way the course was perceived between participants of both courses. This brings us to the cautious consideration that it is possible to achieve desired outcomes of STEAM courses even in a shorter period when conducting them online compared to the in-person courses. There is a need for further research where results from participants of in-person and online teaching courses are compared.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherFrontiers Media
dc.relation.ispartofseriesFrontiers in Education
dc.rightsCC BY 4.0
dc.subject.otherdigital competence
dc.subject.otherteacher training
dc.subject.otherSTEAM
dc.subject.otherDigCompEdu
dc.subject.otheronline education
dc.titleEnhancing Digital Skills of Early Childhood Teachers Through Online Science, Technology, Engineering, Art, Math Training Programs in Estonia
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202205092583
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineNykykulttuurin tutkimusfi
dc.contributor.oppiaineHyvinvoinnin tutkimuksen yhteisöfi
dc.contributor.oppiaineContemporary Cultureen
dc.contributor.oppiaineSchool of Wellbeingen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange894142
dc.relation.issn2504-284X
dc.relation.volume7
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajat
dc.subject.ysotaide
dc.subject.ysokompetenssi
dc.subject.ysoluonnontieteet
dc.subject.ysoteknologia
dc.subject.ysotäydennyskoulutus
dc.subject.ysomatematiikka
dc.subject.ysoammatillinen kehitys
dc.subject.ysooppimisympäristö
dc.subject.ysoosaaminen
dc.subject.ysoopetusmenetelmät
dc.subject.ysotieto- ja viestintätekniikka
dc.subject.ysoverkkokurssit
dc.subject.ysoverkko-opetus
dc.subject.ysoopettajankoulutus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p2851
jyx.subject.urihttp://www.yso.fi/onto/yso/p24064
jyx.subject.urihttp://www.yso.fi/onto/yso/p6227
jyx.subject.urihttp://www.yso.fi/onto/yso/p2339
jyx.subject.urihttp://www.yso.fi/onto/yso/p6266
jyx.subject.urihttp://www.yso.fi/onto/yso/p3160
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
jyx.subject.urihttp://www.yso.fi/onto/yso/p4835
jyx.subject.urihttp://www.yso.fi/onto/yso/p8343
jyx.subject.urihttp://www.yso.fi/onto/yso/p988
jyx.subject.urihttp://www.yso.fi/onto/yso/p20743
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dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.datasethttps://drive.google.com/drive/folders/15RBbRoaxFMuY7v0oEe27EyxusiBLfUY-?usp=sharing
dc.relation.doi10.3389/feduc.2022.894142
jyx.fundinginformationOpen Access was supported by Tallinn University School of Educational Sciences Research Fund.
dc.type.okmA1


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