Web bound - How does the use of ICT support the involvement of children, their families/whānau and their teachers in assessment for learning?
Degree GrantorUniversity of Canterbury
Degree NameMaster of Teaching and Learning
This small scale qualitative case study reports on how ICT (a webpage) could support the involvement of children, their families/whānau and their teachers in assessment for learning. The study investigated whether change occurred in the assessment for learning processes of a kindergarten after establishing a webpage. The study was carried out in a nonprofit state owned kindergarten where children aged 3-5 years attended. The participants were three children and their families and three of the teachers from the kindergarten. The data was collected using narrative observations, questionnaires, semi-structured interviews and a field diary. The data was collected over three phases over a six month period. Phase A - before the webpage, Phase B - during the set up of the webpage and Phase C - after the webpage had been in use for three months. The data was analysed during and after each phase and drawn together at the end of the study to present the stories of the participants. Basic content analysis was used to look for reoccurring themes or patterning as well as any contradictions or dissimilar views.
The findings suggest that the webpage (ICT) provided some benefits such as a more convenient way of accessing information for some family members and extended family/whānau, extra opportunities for children to revisit their learning and to be active participants in building new collaborative knowledge. The findings identified that the webpage was not as accessible to children as their learning portfolios and that the value of the webpage, as a tool for accessing assessment for learning, was different for each of the families and the teachers.