Literaturnachweis - Detailanzeige
Autor/inn/en | Yang, Tian; Chan, Angel; Gunn, Cathy |
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Titel | The Use of Information and Communication Technology in Pedagogical Documentation: An Investigation of Early Childhood Education in China |
Quelle | In: European Early Childhood Education Research Journal, 30 (2022) 2, S.265-280 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Yang, Tian) ORCID (Chan, Angel) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1350-293X |
DOI | 10.1080/1350293X.2022.2052134 |
Schlagwörter | Foreign Countries; Early Childhood Education; Documentation; Educational Technology; Pedagogical Content Knowledge; Technological Literacy; Educational Practices; Observation; Technology Uses in Education; Kindergarten; Preschool Teachers; China Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Dokumentation; Unterrichtsmedien; Pädagogische Kompetenz; Technisches Wissen; Bildungspraxis; Beobachtung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule |
Abstract | Pedagogical documentation has been regarded as an important practice in early childhood education (ECE) settings because it provides an opportunity to observe children's learning and help teachers plan for learning experiences. This article focuses on teachers' use of information and communication technology (ICT) in pedagogical documentation in an under-researched context. A qualitative study was conducted in three kindergartens in Nanjing, China, over five months. The Technological Pedagogical and Content Knowledge (TPACK) model was adopted to understand participants' decision-making about pedagogical documentation. Findings indicate that ICT-supported pedagogical documentation aimed to help children learn from peers' experiences and reflect on their own learning. Participants considered pedagogical documentation as a tool for initiating discussion with children, though few used it to plan for future learning experiences. A gap between practice and policy in relation to pedagogical documentation was found in the study, and implications for both areas are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |