Technology integrated pedagogical documentation: early childhood teachers beliefs and practices enhanced through technology based professional learning and support program

This paper is a report on the results of a case study involving eleven teachers in two early childhood development and education settings in Kenya. These female teachers participated in a professional learning and support project comprising of six workshops focusing on integration of technology in pedagogical documentation. Findings indicate limitation in teachers’ confidence, beliefs and practices in integration of technology in pedagogical documentation prior to participation in the project. The teachers’ evaluation of the project through self rating and group discussion demonstrated enhanced confidence, beliefs and practices in integration of technology in pedagogical documentation after participation in the professional learning and support project.