Technology supported pedagogical documentation
| dc.contributor.author | Ramsay, Julie | |
| dc.contributor.supervisor | Steed, Marlo | |
| dc.date.accessioned | 2012-11-22T18:31:40Z | |
| dc.date.available | 2012-11-22T18:31:40Z | |
| dc.date.issued | 2012 | |
| 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.identifier.uri | https://hdl.handle.net/10133/3225 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2012 | en_US |
| dc.publisher.faculty | Education | 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 |