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dc.contributor.authorArchard, Sara
dc.contributor.authorArchard, Simon
dc.date.accessioned2013-02-28T23:58:26Z
dc.date.available2013-02-28T23:58:26Z
dc.date.issued2012
dc.identifier.citationArchard, S. & Archard, S. (2012). Jack's story: A need to know. Computers in New Zealand Schools: Learning, Teaching, Technology, 24(2), 191-204.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/7283
dc.description.abstractThis article examines a recent case study exploring evidence that children in early childhood services can use ICT to direct their own inquiry learning. A qualitative case study involving an interview and the learning story tool of assessment was conducted to describe the experience of one child and his teacher. They engaged in sustained shared thinking using ICT as a tool to facilitate inquiry in an early childhood setting. The findings indicate that children in early childhood settings can use ICT to direct their own inquiry learning. Two key factors are identified that enable this. These factors are the child as an active learner, and a supportive well resourced learning environment. In this article we argue that these factors need to be acknowledged in teaching practice if ICT is to be used in meaningful and purposeful ways.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherCentre for Distance Education and Learning Technologies, University of Otago College of Educationen_NZ
dc.relation.urihttp://www.otago.ac.nz/cdelt/otago063719.pdfen_NZ
dc.rights© 2012, The Authors. Creative Commons Attribution-NonCommercial-NoDerivs 3.0 New Zealand License.en_NZ
dc.subjectICTen_NZ
dc.subjectearly childhooden_NZ
dc.subjectactive learneren_NZ
dc.titleJack's story: A need to knowen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfComputers in New Zealand Schoolsen_NZ
pubs.begin-page191en_NZ
pubs.elements-id37960
pubs.end-page204en_NZ
pubs.issue2en_NZ
pubs.volume24en_NZ


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