As I think more about integrating technology into inquiry-based learning for primary students, I became curious as to what other teachers around the world have been doing. In my first blog, I looked at research articles to find out more about using technology in the classroom with younger students. In Escoda’s article (2014), she found that children are already daily users of the Internet and that 95% of children in Spain have computers at home. Since students as young as 6 years old are already exposed to technology, this welcomes technology into the classroom because they are already familiar with it. This is also an opportunity to teach students skills like critical thinking and how to browse the Internet safely and appropriately. Flewitt, Messer, and Kucirkova (2015) specifically looked at iPad use in an early education setting. I was questioning whether students as young as kindergarten and grade 1 were able to use technology effectively due to their developing fine-motor skills but the user–friendliness of iPads made it easy for even nursery children to use. The students were engaged in their learning by filming their activities, putting on plays, and using certain apps for accurate word spelling (Flewitt et al., 2015). Technology provided a way for those who did not engage in lessons previously and for those who do not enjoy writing to show their learning in a different but just as effective way.

Besides research articles, I even went to Twitter to see what current practices were happening in classrooms. There were many activities that involved technology and inquiry-based learning but I narrowed my search even more to see if this was happening in a kindergarten context. I stumbled upon Tasha Cowdy and noticed her content matched my criteria! Unfortunately, when I clicked on the link to view her blog, part of it was archived so I was not able to see the work that she has done. However, I found a video! Her students used iPads, MacBooks, and microphones to record their voices (Cowdy, 2011). They also used different apps to help them write and edit a script, record sound, make the movie, and reflected on their learning process (Cowdy, 2011). It was amazing to see the possibilities of using technology for inquiry-based learning in a kindergarten class.

Annotated Bibliography:

Cowdy, Tasha. (2011, June 3). Integrating technology in a Kindergarten classroom. [Video]. Vimeo. https://vimeo.com/24640792

This is a video documenting Tasha Cowdy’s kindergarten class with using technology to create an inquiry-based project. A series of photos showed how her students were using various devices from iPads to MacBooks as well as recording equipment. The students were able to work independently by arranging materials needed for their stop motion animation as well as collaboratively by giving each other assistance and feedback. Cowdy’s class encompassed many aspects of learning in an inquiry-based approach as well as integrating multimedia in the process.

Escoda, A. P. (2014). Media literacy in primary school: new challenges in the digital age. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 15(1), 43-69.

This article argues that young students are capable of using technology in classrooms because children are “digital natives” and are already daily users of the Internet. The researchers asked children questions about technology to get a sense of their understanding and their usage at home. Based on the high number of students who reported that they were already exposed to various technological devices, the next step was to teach them about media literacy. A lot of them used the Internet but only around 7% knew what it was. Also, about 73% of the children agreed that the Internet could help them learn. This shows how important it is for teachers to teach their students about technology and the Internet.

Flewitt, R., Messer, D., & Kucirkova, N. (2015). New directions for early literacy in a digital age: The iPad. Journal of Early Childhood Literacy, 15(3), 289-310.

Flewitt et al., (2015) found that iPads are a great opportunity to integrate technology into an early childhood education setting. They are easy to use but in order for it to be effective, iPad activities need to be well-planned and need to offer collaborative and independent learning. The iPad was also a fun way for young students to engage in learning. They created stories, plays, and practiced literacy skills through various apps. Educators saw an increase in motivation and concentration as well as a more communicative and inclusive environment.

All images in this blog post are courtesy of Pixabay.