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Distance Learning in Early Childhood Education

Comprehensive professional development systems for early care and education personnel are accessible and based on a clearly articulated framework; include a continuum of training and ongoing supports; define pathways that are tied to licensure, leading to qualifications and credentials; and address the needs of individual, adult learners. Enhancing a spirit of life-long learning is one goal of any professional development system; similar to this goal, a professional development system itself is never a finished product and should continually evolve and be refined to best meet the needs of the population it serves.

Within professional development systems there are several interconnected components. These components fall under five broad elements: 1) Funding; 2) Core Knowledge; 3) Qualifications and Credentials; 4) Quality Assurances; and 5) Access and Outreach. A one-page document that outlines and defines this simplified framework is available on the Web at http://nccic.acf.hhs.gov/pubs/goodstart/pdsystem.html or in PDF format at http://nccic.acf.hhs.gov/pubs/goodstart/pdsystem.pdf.

Distance learning is a component of the Access and Outreach element of a professional development system. States are expanding training delivery systems for child care providers in order to make additional training and education more accessible. States also are accepting a greater variety of training—including distance-learning courses (such as correspondence courses, video conferencing, Web-based correspondence, etc.)—as a way for providers to satisfy licensing and/or additional education requirements.

The following are examples of different methods and approaches to distance learning in early childhood education, such as correspondence courses, Internet/Web-based courses, interactive media courses, satellite training courses, television/video courses, and programs that use a combination of methods. Also included is a sample of distance-learning resources.

Correspondence Courses

• Independence University
  California College for Health Sciences (CCHS)
  5295 South Commerce Drive
  Salt Lake City, UT 84107
  800-791-7353 or 619-477-4800
  World Wide Web: http://www.cchs.edu
  
  CCHS is a nationally accredited, degree-granting institution that offers an Associate of Science Degree in Early Childhood Education entirely via correspondence. Independence University has courses in child development, program planning, and administration. It has organized the degree programs to mesh with national certification programs for early childhood professionals, such as the Child Development Associate (CDA) credential from the Council for Early Childhood Professional Recognition, and the Child Care Professional (CCP) credential from the National Child Care Association. These credentials can be credited toward completion of the Associate of Science degree. The program is accredited by the Commission of Career Schools and Colleges of Technology and the Commission of the Distance Education and Training Council.
• CARE Courses
  PO Box 10526
  McLean, VA 22102-8526
  703-448-1800 or 800-685-7610
  World Wide Web: http://www.carecourses.com
  
  CARE Courses, a correspondence school for child care providers, offers training to help child care providers obtain their Child Development Associate (CDA) or Child Care Professional (CCP) credentials. Many States also allow child care providers to use the courses for their annual clock hour requirements. Information on each State’s requirements is available on the Web at http://www.carecourses.com/states.htm.
• North American Montessori Center
  13469 27^th Avenue
  Surrey, British Columbia
  Canada V4P 1Z1
  877-531-6665
  World Wide Web: http://www.montessoritraining.net/index.htm
  
  North American Montessori Center has been in operation since 1996, providing professional distance-education programs to educators throughout North America and around the globe. The North American Montessori Center is registered with the Private Post-Secondary Education Commission, the National Association of Career Colleges, and the International Montessori Council. It offers distance-learning courses for early childhood educators desiring to obtain their Montessori Teaching Diploma. Students can enroll in the correspondence course at any time. The program is divided into three separate segments. Each segment must be completed within a two-month period, for a total of approximately seven consecutive months. Students enrolled in the correspondence course receive the identical manuals and instructional materials as those provided to local students at the Vancouver Training Centers. The program is offered with specializations in infant/toddler, preschool/kindergarten, and elementary education.
• Professional Career Development Institute (PCDI)
  430 Technology Parkway
  Norcross, GA 30092
  800-362-7070
  World Wide Web: http://www.pcdi.com
  
  PCDI offers the Professional Child Day Care Program, an 18-lesson home study course, and the Teacher Assistant Program. These courses are accredited by the Accrediting Commission of the Distance Education and Training Council, a nationally recognized accrediting agency for distance-learning schools sponsored by the U.S. Department of Education. Additional information is available on the Web at http://www.pcdi-homestudy.com/courses/az/.
• Penn Foster
  800-275-4410
  World Wide Web: http://www.pennfoster.edu/
  
  Penn Foster is one of the oldest and largest distance learning institutions in the world. The school provides programs and services that are designed to meet the life-long learning needs of the adult learner. Programs of study lead to specialized associate’s degrees and career-specific diplomas. Penn Foster Career School offers a program in Child Day Care Management. Additional information about this program is available on the Web at http://www.pennfoster.com/daycare/index.html. Penn Foster College also offers an Associate's Degree (A.S.) in Early Childhood Education. Additional information about this program is available on the Web at http://www.pennfostercollege.edu/earlychilded/index.html. Penn Foster is accredited by the Accrediting Commission of the Distance Education and Training Council (DETC).

Internet/Web-Based Courses

• ChildCare Education Institute
  3059 Peachtree Industrial Boulevard NW, Suite 100
  Suite 100
  Duluth, GA 30097
  770-564-9667 and 800-499-9907
  World Wide Web: http://www.cceionline.com/
  
  ChildCare Education Institute specializes in the delivery of online training for early childhood teachers, child care providers, school-age caregivers, and center administrators. ChildCare Education Institute's coursework provides continuing education credits and is accepted in most States for required professional development hours. ChildCare Education Institute offers 120 contact hours or 12 continuing education units (CEUs) of online training that meets the educational component for the Child Development Associate (CDA) credential. In addition, ChildCare Education Institute is authorized to admit students into the University of Cincinnati/ChildCare Education Institute joint CDA enrollment program which is college credit bearing. All participants who successfully complete the program will receive at least 12 college credits that may be applied towards the University of Cincinnati's online Associate of Applied Science in Early Childhood Education program. Bilingual options are available for all online professional development courses and the CDA online program.
  
• Child Care Resources
  127 East Main Suite 314
  Missoula, MT 59802
  406-728-6446 or 800-728-6446
  World Wide Web: http://www.childcaretraining.org/
  
  In 2001, Child Care Resources began developing online training units. Child Care Resources’ online courses have been approved in 22 States—Alaska, Arizona, California, Colorado, Florida, Idaho, Illinois, Minnesota, Montana, Nevada, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, South Dakota, Texas, Utah, and Wyoming—and are currently in the approval process for several other States. The online courses can be applied toward annual training to meet licensing requirements in other States that do not require pre-approval of training. Additional information is available on the Web at http://www.childcaretraining.org/approved.php.
  
• Concordia University
  College of Graduate and Continuing Studies
  275 North Syndicate Street
  St. Paul, MN 55104-5434
  651-641-8278 or 800-333-4705
  World Wide Web: http://www.csp.edu
  
  Concordia University offers both an online Master of Arts in education, with an early childhood or school-age/youth development emphasis, and Baccalaureate degrees in child/school-age/youth development. After a five-day residency on the campus of Concordia University, students can complete the degree from their home.
  
  Concordia University also has a wide variety of credit and non-credit based courses on early childhood, school-age and youth topics, as well as topics in other human service areas available through the continuing education department. The University also offers an online AA degree program.
• Eager-to-Learn
  380 Lafayette Road, Suite 103
  St. Paul, MN 55107
  651-290-9704
  World Wide Web: http://www.mnchildcare.org/
  
  Eager-to-Learn, a program of the Minnesota Child Care Resource & Referral Network, is designed to provide high-quality, affordable educational opportunities using electronic or e-learning technologies and experienced, knowledgeable instructors. The program also features information and education about e-learning, links to other e-learning sites and a virtual meeting site for professional early childhood and school-age groups. The goal of this collaborative program is to provide a viable alternative for delivering rich learning experiences in a setting that reduces geographic, economic, and other barriers of traditional professional development. Courses can be completed for in-service hours and Continuing Education Units (CEU) (a credit option is available for some courses).
• Frank Porter Graham (FPG) Child Development Institute
  The University of North Carolina at Chapel Hill
  Campus Box 8180
  Chapel Hill, NC 27599-8180
  919-966-4814
  World Wide Web: http://www.fpg.unc.edu/
  
  FPG is expanding early childhood distance learning. Project CONTACT (College Opportunity Networks & Technology Access for Child Care Teachers) is a research and training project designed to develop a model system of delivery and support for early childhood college courses offered on the Internet. This distance-learning effort will afford child care teachers with an opportunity to earn college credits from work, home, a college campus or a community base. CONTACT also seeks to build the capacity of the community college system to offer early childhood education to their students at a distance. Additional information, along with distance-learning tools and distance-learning projects, is available on the Web at http://www.fpg.unc.edu/~contact/index.cfm.
  
  Project CONTACT is partnered with the North Carolina Community College System (NCCCS). Their Early Childhood Studies Web site is available at http://www.ncccs.cc.nc.us/Perkins/EarlyChildhoodStudies/earlyChildhoodStudies.htm. In addition, information on distance learning through NCCCS is available on the Web at http://www.ncccs.cc.nc.us/Distance_Learning/index.html. This site offers links to the individual community colleges and the courses they offer.
• Kansas State University
  Division of Continuing Education
  244 College Court
  Manhattan, KS 66506
  785-532-5575 or 800-622-2578
  World Wide Web: http://www.dce.ksu.edu/dce/cl/earlychildhood/index.html
  
  K-State offers three distance learning programs in early childhood education: a bachelor's degree, an endorsement, and an administration credential.
  • For the bachelor's degree, K-State offers 72 hours of general education and professional teacher education courses through distance education. Up to 62 credit hours of additional coursework may be completed at the local community college level and transferred, as applicable, to meet K-State degree requirements.
  • The Early Childhood Education Teacher Certification Program provides currently certified elementary teachers in Kansas with an additional endorsement in early childhood education. K-State offers the courses for this endorsement through distance education.
  • The Early Childhood Education Administration Credential provides administrators with needed knowledge of child development research and theory, assessment, appropriate curriculum, and administrative practices. The credential consists of 15 hours of undergraduate and/or graduate-level coursework. K-State provides all of the coursework in a distance education format.
• Kendall College
  900 North North Branch Street
  Chicago, IL 60622
  312-752-2000 or 866-667-3344
  World Wide Web: http://www.kendall.edu
  
  Kendall College offers an online Bachelor’s of Arts program in Early Childhood Education. Kendall is a nationally accredited, degree-granting institution which allows students to complete their Bachelor’s degree and Illinois Type 04 Certification in Early Childhood Education. Currently, 300 and 400 level courses are offered online. Those coming into the program tend to have an Associate’s degree or a Bachelor’s degree in another field. As part of this program, an endorsement in Early Childhood Special Education is offered. Additional information about the early childhood education degree programs is available on the Web at http://www.kendall.edu/Academics/EarlyChildhoodEducation/tabid/71/Default.aspx.
• National-Louis University
  McCormick Tribune Center for Early Childhood Leadership
  6310 Capitol Drive
  Wheeling, IL 60090
  800-443-5522, ext. 5056
  World Wide Web: http://cecl.nl.edu/index.htm
  
  National-Louis University’s online cohort graduate degree program in Early Childhood Administration (ECA) is both "high-tech and high-touch." The 24-month sequence begins with a six-day residency in June. At this Convening Residency, participants meet other members of their cohort group and develop technology skills. A six-day Connecting Residency occurs the following spring and again at the end of the cohort sequence. All other coursework is taken online and is entirely Web-based. The Masters in Education (MEd) option is designed for students who have a Baccalaureate degree. The Certificate of Advanced Studies (CAS) is designed for students who already have a Master’s degree in education. The ECA online cohort does not lead to teacher certification.
• Northampton Community College Distance Learning
  3835 Green Pond Road
  Bethlehem, PA 18020
  610-861-5300
  World Wide Web: http://www.northampton.edu/
  
  Northampton Community College makes its entire early childhood education Associate’s of Applied Science degree program available online. In addition to a full Associate’s degree, it offers online specialized diplomas in family child care and school-age child care. Additional information is available on the Web at http://www.northampton.edu/Academics/Departments/ece/ProgramOptions/learningformats.htm.
• Pacific Oaks College and Children’s School
  Office of Admissions
  5 Westmoreland Place
  Pasadena, CA 91103
  800-684-0900 or 626-397-1300
  World Wide Web: http://www.pacificoaks.edu/pages/1.asp
  
  Pacific Oaks College offers upper division classes online. Students can earn a Master’s and a Baccalaureate degree in human development, a post-graduate certificate in early childhood education, a teaching credential in early childhood special education, and optional specializations in child care, early childhood education, or in infants and toddlers. All online degree students are required to take at least two on-site classes.
• Western Washington University
  Extended Education and Summer Programs
  MS 5293
  516 High Street
  Bellingham, WA 98225
  360-650-3308
  World Wide Web: http://www.wwu.edu/
  
  Western Washington University offers courses that concentrate on the care of children birth to age 5. Classes were developed in collaboration with Head Start and Early Childhood Education and Assistance Program (ECEAP) representatives. Students receive a certificate when all 12 credits have been successfully completed. Courses meet the criteria of the Washington State Early Childhood Career Development Core Competencies and the Child Development Associate (CDA) credential. Additional information is available on the Web at http://www.acadweb.wwu.edu/eesp/birth25_certs.shtml.
• Working with Young Children
  Office of Continuing Education
  University of Wisconsin-Stout
  Vocational Rehabilitation Building
  221 Tenth Avenue
  Menomonie, WI 54751-0790
  715-232-2793 or 800-457-8688
  World Wide Web: http://www.uwstout.edu/solutions/conf/ece/wwyc_intro.htm
  
  The Working with Young Children On-line Early Childhood Education program is designed to enhance the training and knowledge base for early childhood educators and administrators. The child care professional can earn continuing education units (CEUs) by demonstrating competency of the materials covered for either initial or renewal certification. While this program is based in Wisconsin, early childhood professionals from across the United States can participate.
  
  One continuing education unit is equivalent to ten training hours. Competency is demonstrated by completing a written test for each part of the training with 85 percent accuracy. A CEU Certificate of Completion will be sent to students who successfully complete their program. The program consists of five parts. An individual may register for one or more parts, depending on their educational needs. Each part contains from one to 11 chapters. A written test is required at the end of each chapter with a combined total of 85 percent accuracy to successfully complete the part.

Interactive Media Courses

• State University of New York (SUNY)
  Early Childhood Education and Training Program
  SUNY Training Strategies Group
  State University Plaza
  Albany, NY 12246-0001
  518-443-5940
  World Wide Web: http://www.tsg.suny.edu/vcmain.htm
  
  SUNY Early Childhood Education and Training Program offers video conference training on various topics at several sites in New York. The program consists of a live broadcast, discussions with panelists, activities, resource materials, and training.
• University of Wisconsin-Extension
  702 Langdon Street
  Madison, WI 53706-1487
  608-262-3465
  World Wide Web: http://www.uwex.edu/disted/catalog/
  
  The University provides distance-education programs via video teleconference in remote locations throughout the State. Certificate and degree programs are available. A wide variety of courses are offered, including psychology of childhood and adolescence.
• Early Childhood News Professional Development Program
  800-933-2829
  World Wide Web: http://www.earlychildhood.com/community/news/cache__community_news_news_index_asp.htm
  
  The University of Wisconsin-Stout has developed the Professional Development Program which can be used independently by family child care providers or child care center staff. Early childhood specialists write articles based on Child Development Associate (CDA) competency areas and Child Care Professional (CCP) ability areas which are published in bi-monthly issues of Early Childhood News magazine. Registered participants in the Professional Development Program can read these designated articles, take a quiz printed in alternate issues of the magazine, and receive credit in the form of Continuing Education Units (CEUs).

Satellite Training Courses

• HeadsUp! Reading
  National Head Start Association (NHSA)
  1651 Prince Street
  Alexandria, VA 22314
  703-739-0875 or 800-438-4888
  World Wide Web: http://www.heads-up.org/index.htm
  
  HeadsUp! Reading is a distance-learning college course delivered via satellite television that is supported and expanded by information available on the Web. Training is delivered directly into child care programs and is taught by a diverse faculty of experts in early childhood and literacy. Training is also available in Spanish. The course offers a variety of professional development credits, including Continuing Education Units (CEUs) and credit at more than 140 colleges nationwide.
  
  This collaborative project, led by the National Head Start Association and its partners, the Council for Professional Recognition and RISE Learning Solutions, delivers professional development to early educators, parents, and child care providers at approximately 700 sites in 47 States nationwide. Additional information is available on the Web at http://www.huronline.org/index.htm.
• Winning Teams®
  800-436-2067
  World Wide Web: http://www.winningteams.org/index.html
  
  Winning Teams® is a 27-hour, interactive course presented in three segments: "Nurturing the Young Learner," "Guiding Behavior," and "Learning to Read and Write." Winning Teams® is delivered via live, satellite television broadcasts and in-person workshops, with a Web site for additional support. The content focuses on children birth to 5 and is designed for early childhood staff, family child care providers, and parents. Additional options such as webcasting, simultaneous translation, and captioning are available.
  
  Winning Teams® includes video examples from diverse homes and classrooms. It is produced by RISE Learning Solutions and is based on current research. It directly aligns with most States’ early learning guidelines. Winning Teams® has been independently evaluated and qualifies participants for continuing education units (CEUs), including initial CDA credential hours. It can be used as the basis of a college course or independent study.

Television/Video Courses

• Annenberg Media
  1301 Pennsylvania Avenue NW #302
  Washington, DC 20004
  202-783-0500
  800-532-7637 (video sales and customer service)
  World Wide Web: http://www.learner.org
  
  Annenberg Media offers a video series on developmental education and care from birth to age 5 called The Whole Child: A Caregiver's Guide to the First Five Years (1997) (available in both Spanish and English). The series is aimed at college and high school classrooms, as well as caregivers and parents. A textbook, student guide, faculty guide, and parent guide are available to accompany the series. Additional information is available on the Web at http://learner.org/resources/series59.html. The video series is a complete curriculum adaptable for the Child Development Associate credential and teacher certification, and can be licensed as a college telecourse for distant learners. For further information about how this series can be licensed and accessed as a college telecourse, visit College Telecourses/e-Learning Courses on the Web at http://www.learner.org/telecourses/index.html.

• Educational Productions
  9000 Southwest Gemini Drive
  Beaverton, OR 97008
  800-950-4949 or 503-644-7000
  World Wide Web: http://www.edpro.com/

  Educational Productions developed a video training series for professionals working with children ages birth to 8 years. Educational Productions' courses focus on ways to support the intellectual, social, and emotional development of young children. The courses expand core knowledge while teaching specific strategies for positive guidance and discipline practices, working with and supporting children from diverse cultures, and connecting with their families. Educational Productions offers four courses in early childhood education:

  • Starting Points 1: How to Begin with Culturally Diverse Young Children
  • Starting Points 2: How to Communicate with English Language Learners
  • Starting Points 3: How to Help Young ELLs Build Language and Literacy
  • The Power of Positive Communication: Key Strategies to Support Learning and Classroom Management

  Courses combine video examples, available on DVD or VHS, with narrative that takes learners through a variety of exercises and provides opportunities to observe, reflect, and develop action plans. Educational Productions' courses can be taken to satisfy the clock hour requirements for the national Child Development Associate (CDA) credential. Courses are also offered for undergraduate and graduate credit in partnership with accredited colleges and universities, and satisfy the criteria for continuing education units (CEUs) awarded from the International Association for Continuing Education & Training (IACET).

• National Child Care Association (NCCA)
  Institute for Professional Development
  2025 M Street NW, Suite 800
  Washington, DC 20036-3309
  202-367-1133 or 800-543-7161
  World Wide Web: http://www.nccanet.org
  
  NCCA offers the Professional Development Video Series designed to meet the professional development needs of the broad diversity of individuals working in early childhood care and educational settings. The video series provides in-depth coverage of each of the professional ability areas required for the Child Care Professional (CCP) Credential.

Combination of Methods

• The Better Kid Care Program
  Penn State Better Kid Care
  253 Easterly Parkway
  State College, PA 16801
  814-863-0339
  World Wide Web: http://betterkidcare.psu.edu/page06.html
  
  The Better Kid Care Program focuses on improving the availability, accessibility, and quality of child care in Pennsylvania. This is accomplished in several ways, including satellite workshops, training workshops, and video learn-at-home units for family and group home training. The Better Kid Care Program is offered nationwide through the outreach system of Cooperative Extension of the National Network for Child Care.
• Loyalist College
  Early Childhood Education Distance Education Program
  Walbridge-Loyalist Road, P.O. Box 4200
  Belleview, Ontario
  Canada K8N 5B9
  613-969-1913, extension 2383
  888-LOYALIST
  World Wide Web: http://www.loyalistc.on.ca/DefaultSite/index_e.aspx
  
  Loyalist College offers an Early Childhood Education Diploma that takes two years to complete. Each course is designed to offer a wide variety of choice as to when and how students learn. Activities, self-tests, and projects are used for students to monitor their own progress and to receive feedback and guidance from their instructor. Electronic conference areas provide the opportunity to discuss material with other students taking the same course. Additional information is available on the Web at http://www.loyalistc.on.ca/learn/programs/ECEP.html.
• RISE Learning Solutions, Inc. (RISE)
  10490 Taconic Terrace
  Cincinnati, OH 45215
  800-971-7473
  World Wide Web: http://www.risetraining.org
  
  RISE is a national, nonprofit organization dedicated to providing quality, cost-efficient professional development services to geographically dispersed audiences. RISE uses high- production–value video; live, interactive television; CD-ROM’s; the Internet; and trained, on-site facilitators to provide professional development for teachers, administrators, and parents. The RISE training programs have provided professional development to Head Start programs, public preschool teachers throughout Ohio, and to early childhood professionals in California.
• University of Cincinnati (UC)
  Early Childhood Learning Community (ECLC)
  4119 French Hall West
  PO Box 210047
  Cincinnati, OH 45221
  888-325-2669
  World Wide Web: http://www.teachered.uc.edu/eclc/
  
  The Early Childhood Learning Community (ECLC) is designed to prepare students to work in preschools, child care centers, and other specialized settings serving young children.  Courses concentrate on child development, developmentally appropriate practices for young children, and child guidance strategies. The curriculum also includes course work in English, math, the humanities, and social sciences with the opportunity to plan and implement developmentally appropriate environments for young children. In general, students watch the lecture series, which have been taped previously. Video and CD/DVD sets are available for lease and students with high speed Internet access can view the lectures series free on their computer. Much of the interaction between students, and between students and the instructor, is accomplished over the Internet. 

Additional Distance-Education Resources

• Distance Education Clearinghouse
  Instructional Communications Systems
  University of Wisconsin-Extension
  The Pyle Center
  702 Langdon Street
  Madison, WI 53711
  World Wide Web: http://www.uwex.edu/disted/home.html
  
  The Distance Education Clearinghouse provides electronic access to a wide range of information about distance education. The Clearinghouse is a shared project with the University of Wisconsin-Extension’s partners in distance education. Information on technologies, program and course offerings, instructional design, and many other aspects of distance education is available.
• Distance Education and Training Council (DETC)
  1601 18^th Street NW
  Washington, DC 20009
  202-234-5100
  World Wide Web: http://www.detc.org
  
  DETC is a nonprofit educational association that serves as a clearinghouse of information about the distance study/correspondence field. The organization also sponsors a nationally recognized accrediting agency called the Accrediting Commission of the Distance Education and Training Council. DETC has a directory of accredited institutions available online. In addition, there is information available on institutions with degrees programs and college credit recommendations.
• World Wide Learn
  Suite 100, Box 172
  1039-17^th Avenue SW
  Calgary, Alberta
  Canada T2T 0B2
  403-802-6116
  World Wide Web: http://www.worldwidelearn.com/
  
  World Wide Learn is a directory of online courses, accredited online degrees, continuing education, online training, and online education. "Online Early Childhood Education Degree Programs" provides resources about degree programs offered by accredited colleges, universities and education institutions. In addition, "Early Childhood Education and Child Development Programs" provides resources on online and distance-learning certificate and diploma programs offered by accredited colleges, universities and education institutions. This resource is available on the Web at http://www.worldwidelearn.com/career-training/early-childhood-development.htm.

Publications

• A Long-Awaited Conversation: Dialogue to Bridge the High-Tech/High-Touch Gap In Early Childhood Workforce Preparation and Professional Development (2004), by Douglas Clark, for the Child Care Bureau, Administration for Children and Families, U.S. Department of Health and Human Services, describes events and discussions around the topic of technology and professional development that took place at the 2004 Leadership Connections conference held in Chicago in May 2004. Outcomes from the Chicago Meeting are summarized as five cross-cutting themes: (1) “What We Already Know About Learning and Effective Teaching also Applies to Training Models that are Delivered via Media and Technology,” (2) “Now is the Time to Get Intentional About Capacity Building,” (3) “Collaboration is Key,” (4) “Behind the Hype, the Hope, and the Hearsay: The Practical Realities of Technology-Mediated Distance Learning,” and (5) “Important Questions Remain.” The shift from traditional face-to-face delivery of educational content to technology-mediated formats is the new reality of learning experiences available to early childhood practitioners. This resource is available on the NCCIC Web site at http://dev.nccic.org/pubs/bridgegap/bridgegap.pdf.
• "Innovations in E-Learning: New Promise for Professional Development," Beyond the Journal. Young Children on the Web, (May 2004), by Chip Donohue and Roger Neugebauer, for the National Association for the Education of Young Children (NAEYC), presents trends and examples of successful e-learning programs and practices for professional growth and development of those who teach early childhood education. Examples of higher education institutions that offer online degree programs for early childhood professionals are listed. Collaborations are also listed that are expanding e-learning opportunities. There is an emerging role of child care resource and referral agencies and other community-based training programs in the delivery of online modules, noncredit courses, and continuing education units. Technology can improve the quality of child care through enhanced child care training opportunities and resources. Examples are provided of technology tools and solutions that support the provision of training programs and courses. Guidelines for appropriate practice and faculty development are presented. Policy discussions should address outcomes from distance learning, access, articulation, accreditation, implementation, and funding. This resource is available on the Web at http://www.journal.naeyc.org/btj/200405/InnovationsinELearning.pdf.
• Guide to Effective Practices for Online Professional Development (July 2003), endorsed by the Minnesota Early Childhood & School-Age Trainers Association, is a collection of current thinking and practice from several nationally and locally recognized institutions, organizations, and individuals representing both academic and non-academic learning environments. The Guide was created to promote a common understanding of the elements that constitute quality within an Internet-based educational environment by applying elements from traditional instruction to define quality in an online learning environment. The purpose of the Guide is to assist the wide variety of institutions/organizations, instructors, and students that make up professional development efforts in the field of early childhood and school-age care. Institutions and instructors can use the Guide to help plan future online professional development opportunities and assess current ones. Likewise, students, promoters, program administrators, and regulators will find this Guide useful in assessing the quality of online programs. This resource is available on the Web at http://etl.mnchildcare.org/effective.pdf.
• "Promising Directions for Early Childhood Professional Development" (March 2003), in Child Care Information Exchange, compiled by Chip Donohue, discusses what to look for in an online course before enrolling, including: content and instructional design of the course, the learning experience one would have as a student, and the student support/customer service offered. This article includes a directory of online degree, certificate, and credential programs for early childhood professionals. For more information contact Chip Donohue at cdonohue@uwn.edu. Additional information is available on the Web at https://secure.ccie.com/catalog/product_info.php?products_id=5015089.
• Technology and Early Childhood Professional Development: A Policy Discussion (2002), by the KnowledgeWorks Foundation, provides a summary of the presentations and discussions held at a meeting hosted by the Education Commission of the States and the KnowledgeWorks Foundation on July 8–9, 2002. The report concludes with 10 recommendations that promote the use of technology to better prepare early childhood professionals. The chapters of this report include: 1) "Using Technology in Early Childhood Professional Development"; 2) "Does Distance Learning Get Results for Early Childhood Educators"; 3) "Access for All in Distance Learning"; 4) "Articulation and Accreditation"; 5) "Implementation and Funding"; 6) "Recommendations"; and 7) "Resources." This resource is available on the Web at http://www.kwfdn.org/Resources/tech_report_jul02/index.html.
• Distance Learning Resource Guide: Education and Technology Issues (revised April 2002), by Nanette Lofaro, Leslie Anderson Morales, and Linda Nainis, with the Head Start Information and Publication Center, contains a range of resources, including selected journal articles and conference proceedings; book and journal titles; distance learning organizations and associations; and Internet sites which direct the user to additional resources on distance learning. Particular focus is on emerging educational and technology issues in distance learning: state-of-the-art technology, programs for adult learners, and educational challenges to teachers and students in this type of learning environment. This resource is available on the Web at http://www.headstartinfo.org/infocenter/guides/dl_intro.htm.
• "Early Childhood Education: Distance Learning for Teachers Adds a New Dimension" (Fall 2001), in Carnegie Reporter, by the Carnegie Corporation of New York, describes HeadsUp! Reading and its impact in the field of early childhood education. This resource is available on the Web at http://www.carnegie.org/reporter/03/chidhooded/.
• Effectiveness of Internet Training for Child Caregivers: Mastering Early Childhood Course Content and Learner Satisfaction: A Comparison of Regular Classroom Instruction with Three Variations of Internet Delivery Via the Penn State World Campus (December 2000), by James Johnson, Richard Fiene, Joyce Iutcovich, and Jane Keat, compares one course taught by the same instructor in four delivery formats: (1) in a regular classroom, (2) in a computer lab via the Internet with opportunities for interaction with peers and the instructor, (3) on the Internet as part of a local distance-education group with limited opportunities for face-to-face interaction with peers and the instructor, and (4) on the Internet as part of a Statewide distance-education group where there were no opportunities for face-to-face interaction. Evaluation of learning outcomes indicated significant gains in knowledge for the classroom group, whereas the learning in the three Internet-based instruction groups did not show the same gains. This resource is available on the Web at http://ecti.hbg.psu.edu/docs/publication/ccitarticle2.doc.
• National Directory of Early Childhood Teacher Preparation Institutions, Fourth Edition (2000), by the Council for Professional Recognition and the National Center for Early Development and Learning (NCEDL), provides lists of each university/college with a relevant distance-learning program. The directory is available on the Council for Professional Recognition Web site at http://www.cdacouncil.org. For additional information, contact the Council for Professional Recognition at 800-424-4310 or 202-265-9090.
• Think Global, Document Local: Using Data and Information Technologies to Move the Early Childhood Agenda (2000), by the Carnegie Corporation of New York and The Finance Project, describes the use of data and information technologies by children’s initiatives in specific localities and States across the nation. It describes the challenges involved in data collections and initiatives which have used data and information technologies to mobilize public support for improving early care and education; illustrates the use of data and information technologies to improve the planning and delivery of services; and discusses issues that the early childhood field will face as it moves into the future. A copy of this document is available on the Web at http://www.financeproject.org/resource.htm or contact The Finance Project at 202-628-4200.
• "Collaborative Course Development in Early Childhood Special Education through Distance Learning" (1999), in Early Childhood Research & Practice, describes the current status of distance-education methods for personnel preparation programs in early childhood special education (ECSE). This resource is available on the Web at http://ecrp.uiuc.edu/v1n1/index.html.
• NCES Fast Facts: Distance Learning, by the National Center for Education Statistics, U.S. Department of Education, provides data on distance education at postsecondary institutions and information about distance-learning initiatives at the elementary and secondary level. This resource is on the Web at http://nces.ed.gov/fastfacts/display.asp?id=80.
• "Building a Working Policy for Distance Education" (Fall 1997), a journal in the New Directions for Community Colleges series, published by the Educational Resources Information Center Clearinghouse for Community Colleges (ERIC/JC), includes articles that show how community colleges across the country are taking the lead in shaping distance-education policy at the State, Federal, and institutional level. The articles in this journal are described on the Web at http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787998427.html. The complete publication is available through Jossey-Bass Publishers, Inc. at 877-762-2974.

Updated April 2006