Browsing by Author "Phakathi, Nelisiwe"

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    Children’s use of iPads to document their own visible learning L’uso dell’iPad da parte dei bambini per documentare il proprio apprendimento visibile
    (2023) Phakathi, Nelisiwe; Moll, Ian
    This ethnographic study explores the use of iPads in the documentation of visible learning by children in a Reggio Emilia-inspired classroom. We report and draw on research conducted with nine- to ten-year olds in a Grade 3 class in the school, situated in Johannesburg, South Africa. “Visible learning” is a key theoretical concept in the Reggio Emilia approach to early childhood education. It envisages a collaborative pedagogy in which children, along with their teachers and parents, document and reflect on their own learning as it happens, thus maximizing its internalization by the children. The study investigates the affordances of iPads in actualizing the documentation of visible learning. The results show that iPads afford young learners with complex ways in which they can document their learning, also ensuring that the technology does not impose itself on them in an artificial manner. The article identifies an emerging language of description of the pedagogical affordances of iPads.
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    Exploring the use of iPads in the documentation of visible teaching and learning: a case study of a Grade 3 Reggio Emilia inspired classroom
    (2018) Phakathi, Nelisiwe
    This is a research report on an ethnographic study which sought to explore the use of iPads in the documentation of visible learning in a Reggio inspired school. It is common to say children are always curious about technological devices particularly, iPads. There is little literature on how effective such devices are in children’s’ learning. This research sought to make a contribution to the understanding of digital technology in these terms within a Reggio Emilia inspired primary school classroom environment in terms of the use by both teachers and leaners. Visible teaching and learning are key theoretical concepts in the Reggio Emilia approach to learning. This research investigated how digital technologies, particularly iPads, contribute in the documentation of visible teaching and learning for young children. The scope of the research covered how learning is made visible using iPads, and what value the introduction of iPads adds in the documentation of visible learning. The research was aimed at exploring if and how using iPads would engage learners and give them the opportunity to document their thinking and learning so as to make it visible. This study will contribute to the available literature on the pedagogical use of iPads in a Reggio Emilia context, in particular in relation to the documentation of visible teaching and learning. The results showed that iPads afforded learners with complex ways in which they could document their learning. With the introduction of iPads there was a high level of participation from learners. iPads offered learners multiple forms of representation of their thinking.