Applying Technology to Inquiry-Based Learning in Early Childhood Education

Autor/inn/en	Wang, Feng; Kinzie, Mable B.; McGuire, Patrick; Pan, Edward
Titel	Applying Technology to Inquiry-Based Learning in Early Childhood Education
Quelle	(2009), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Inquiry; Young Children; Computer Software; Active Learning; Metacognition; Educational Technology; Technology Integration; Computer Uses in Education; Research Needs; Internet; Access to Information; Problem Based Learning; Thinking Skills; Teacher Role; Developmentally Appropriate Practices; Evidence; Teacher Education + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Aktives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Unterrichtsmedien; Computernutzung; Forschungsbedarf; Problem-based learning; Problemorientiertes Lernen; Denkfähigkeit; Lehrerrolle; Entwicklungsbezogene Bildung; Evidenz; Lehrerausbildung; Lehrerbildung
Abstract	Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and educational software packages have been implemented in early childhood education and addressed a variety of subjects, including mathematics, science, reading, language, and social studies. However, most software packages have yet to integrate technology into inquiry-based learning for early childhood contexts. Based on existing theoretical frameworks, we suggest that instructional technologies should be used in early childhood inquiry education to a) enrich and provide structure for problem contexts, b) facilitate resource utilization, and c) support cognitive and metacognitive processes. Examples of existing and hypothetical early childhood applications are provided as we elaborate on each role. Challenges and future research directions are also identified and discussed. (Contains 1 table.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10