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dc.contributor.authorArchard, Saraen_NZ
dc.contributor.authorArchard, Simonen_NZ
dc.contributor.editorSharma, Vibhaen_NZ
dc.contributor.editorBrink, Ashlieen_NZ
dc.date.accessioned2017-02-15T22:33:58Z
dc.date.available2016en_NZ
dc.date.available2017-02-15T22:33:58Z
dc.date.issued2016en_NZ
dc.identifier.citationArchard, S., & Archard, S. (2016). Jessica connects: A case study focussing on one child’s use of information and communication technology (ICT) in an early childhood education setting. In V. Sharma & A. Brink (Eds.), Childhood Through The Looking Glass (pp. 129–139). Oxford, United Kingdom: Inter-Disciplinary Press.en
dc.identifier.isbn978-1-84888-529-5en_NZ
dc.identifier.urihttp://hdl.handle.net/10289/10895
dc.description.abstractInformation and Communication Technology (ICT) is playing an ever increasing role in the lives of people which include young children; The role of ICT in early childhood educational services in Aotearoa New Zealand is still being argued despite curriculum, assessment and policy expectations that endorse and support its integration into practice. This chapter draws upon a small, qualitative case study involving young children and their uses of ICT in one early childhood education setting in Aotearoa New Zealand. A socio-cultural perspective has been used to recognise and examine the notion of children’s understanding and practices of ICT. In this chapter the focus is on Jessica, aged 4 years old, and the ways she uses ICT in her life as tool to document and share her learning and interests. These uses also reflect Jessica as a competent and confident learner using ICT as a cultural tool to mediate her learning in her home and early childhood education setting. The researchers examine the way ICT practices can contribute and fulfil curriculum and policy intentions that can support and endorse the competent, confident learner that reflects the curriculum principle of Empowerment. The chapter supports the view that ICT can be used to enhance the empowerment of the learner. We conclude that the early childhood curriculum and policy in Aotearoa New Zealand justifies the place of ICT in early childhood settings and should guide and inform teachers to use it as a valued learning and teaching tool. The researchers are of the opinion that the teachers have an active and collaborative role in responding to the needs of the 21st century learner to direct their own learning and that this can be guided by the curriculum aspirations in the principle of Empowerment.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherInter-Disciplinary Pressen_NZ
dc.rights© 2016 Inter-Disciplinary Press. Used with permission.
dc.subjectInformation and Communication Technology (ICT)
dc.subjectearly childhood education (ECE)
dc.subjectsocio-cultural
dc.subjectcurriculum
dc.subjectempowerment
dc.titleJessica connects: A case study focussing on one child’s use of information and communication technology (ICT) in an early childhood education settingen_NZ
dc.typeChapter in Book
dc.relation.isPartOfChildhood Through The Looking Glassen_NZ
pubs.begin-page129
pubs.elements-id143116
pubs.end-page139
pubs.notesQA Published booken_NZ
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/FEDU
pubs.organisational-group/Waikato/FEDU/Te Oranga School of Human Development and Movement Studies
pubs.place-of-publicationOxford, United Kingdomen_NZ


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