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dc.contributor.supervisor Steed, Marlo
dc.contributor.author Ramsay, Julie
dc.date.accessioned 2012-11-22T18:31:40Z
dc.date.available 2012-11-22T18:31:40Z
dc.date.issued 2012
dc.identifier.uri https://hdl.handle.net/10133/3225
dc.description ix, 58 leaves ; 29 cm en_US
dc.description.abstract Finding sustainable ways to engage in the pedagogical documentation process can be challenging for many educators inspired by the Reggio Emilia philosophy. Reflecting on practice, collaborating with others, and intentionally considering and understanding children’s work can often be time consuming and difficult. The barriers to this important work can lead to decreased motivation and interest in participating in the documentation process. This case study action research project followed a group of Reggio-inspired educators as they utilized social networking technologies to overcome the challenges of collaboration and sustainability within their practice. Through their collaborative efforts, case study participants identified perceived needs, explored the affordances of many social networking technologies, and discovered strategies that enabled them to engage with documentation, the fundamental principles of the Reggio Emilia philosophy, and each other en_US
dc.language.iso en_US en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2012 en_US
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en_US
dc.subject Reggio Emilia approach (Early childhood education) en_US
dc.subject Social networks -- Technological innovations en_US
dc.subject Educational technology en_US
dc.subject Education -- Study and teaching en_US
dc.title Technology supported pedagogical documentation en_US
dc.type Thesis en_US
dc.publisher.faculty Education en_US


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