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

Phakathi, NelisiweMoll, Ian2024-04-122024-04-122023Phakathi, N., & Moll, I. (2023). Children’s use of iPads to document their own visible learning. Italian Journal of Educational Technology, 31(1): 9-33. doi: 10.17471/2499-4324/12942532-4632 (print)2532-7720 (online)https://hdl.handle.net/10539/38362This 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.en© 2023 Author. This is an open access, peer-reviewed article published by Firenze University Press (https://ijet.itd.cnr.it) and distributed under the terms of the Creative Commons Attribution License.AffordancesClassroom EthnographyiPadsReggio Emilia SchoolsSDG-4: Quality educationSDG-17: Partnerships for the goalsChildren’s use of iPads to document their own visible learning L’uso dell’iPad da parte dei bambini per documentare il proprio apprendimento visibileArticle10.17471/2499-4324/1294