Mrs. Kim’s Journey of Embracing Technology and Becoming a Virtual Constructivist Teacher: Lessons Learned from COVID-19
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This qualitative study shares practical strategies from the yearlong journey of Mrs. Kim, a pre-K teacher in the U.S., who transitioned from face-to-face teaching to virtual teaching during COVID-19. The pandemic required considerable adjustment for teachers using technology in early childhood education (ECE) and teacher education, especially those whose classrooms applied constructivist-based learning. Many ECE practitioners were concerned about young children's unique developmental stages, yet many of them needed the technical knowledge and skills to continue their constructivist approach. Additionally, conflicting advice from professional organizations on the impact of technology on young children further exacerbated the issue. Data was collected through interviews, classroom demonstrations, and documents. Mrs. Kim’s experience shows that constructivist teachers can incorporate technology in multiple ways by exploring and expanding children’s learning effectively, thereby providing meaningful learning experiences for young children in a virtual setting. Applications of her story can be used to provide technological professional development for ECE practitioners and preservice teachers.
Abstract
This qualitative study shares practical strategies from the yearlong journey of Mrs. Kim, a pre-K teacher in the U.S., who transitioned from face-to-face teaching to virtual teaching during COVID-19. The pandemic required considerable adjustment for teachers using technology in early childhood education (ECE) and teacher education, especially those whose classrooms applied constructivist-based learning. Many ECE practitioners were concerned about young children's unique developmental stages, yet many of them needed the technical knowledge and skills to continue their constructivist approach. Additionally, conflicting advice from professional organizations on the impact of technology on young children further exacerbated the issue. Data was collected through interviews, classroom demonstrations, and documents. Mrs. Kim’s experience shows that constructivist teachers can incorporate technology in multiple ways by exploring and expanding children’s learning effectively, thereby providing meaningful learning experiences for young children in a virtual setting. Applications of her story can be used to provide technological professional development for ECE practitioners and preservice teachers.
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