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Understanding how early childhood educators 'see' learning through digitally cast eyes : Some preliminary concepts concerning the use of digital documentation platforms
White, E. Jayne Rooney, Tonya Gunn, Alexandra C. Nuttall, Joce
White, E. Jayne
Rooney, Tonya
Gunn, Alexandra C.
Nuttall, Joce
Abstract
This paper reports from a pilot study investigating the ways digital documentation platforms are changing educators’ work in early childhood education. Digital documentation platforms are secure websites or application software, enabled by computer, smartphone, or tablet technologies, allowing educators to record observations of children’s learning as text or in visual forms, to which interpretations or commentary from educators, family members, and children are added. This paper examines how these platforms orient the ways educators see and articulate young children’s learning. Video stimulated recall interviews with educators (six in total) at four ECE sites across Australia and New Zealand were analysed. Key concepts are offered in relation to how digital platforms shape the learning that is seen by early childhood educators: tag-ability, trackability, completeness, and co-constitution. Each of these concepts is problematised in relation to contemporary ECE practices and the persuasiveness and ubiquity of the visual in discourses of documentation.
Keywords
digital documentation platforms, early childhood education, learning stories, assessment
Date
2021
Type
Journal article
Journal
Australasian Journal of Early Childhood
Book
Volume
46
Issue
1
Page Range
6-18
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Institute for Learning Sciences and Teacher Education (ILSTE)
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Open Access Status
License
All rights reserved
File Access
Controlled