Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26504
Title: ARTefacts: Managing children’s art portfolios
Contributor(s): Bird, Jo  (author)orcid ; Grono, Stephen  (author); Schmude, Martin  (author)orcid 
Publication Date: 2018
Open Access: Yes
Handle Link: https://hdl.handle.net/1959.11/26504
Open Access Link: http://artinearlychildhood.org/journals/2018/ARTEC_2018_Research_Journal_1_Article_2_Bird_Grono_Schmude.pdfOpen Access Link
Field of Research (FoR) 2008: 130102 Early Childhood Education (excl. Maori)
950104 The Creative Arts (incl. Graphics and Craft)
Field of Research (FoR) 2020: 390302 Early childhood education
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Socio-Economic Objective (SEO) 2008: 950104 The Creative Arts (incl. Graphics and Craft)
970110 Expanding Knowledge in Technology
Socio-Economic Objective (SEO) 2020: 130103 The creative arts
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Abstract: Increased access to tablet and mobile technology within the early childhood classroom can allow for new approaches for creating, capturing and presenting children’s art. Not only can the use of iPads in the early childhood classroom allow young children in the pre-literacy stage of development to engage with the devices, it can also offer a robust and flexible ‘ePortfolio’ option of children’s learning. A digital collection of children’s work − including examples of literacy, numeracy and visual art works − can be collated in clearly navigable and shareable folders which can be added to over the teaching period. In this paper, we present one example of a syncing service, Evernote, and how it can become an easy-to-manage repository for various types of learning artefacts. These artefacts can be gathered during children’s participation in less formal, exploratory free play, intentional teaching moments, or more structured lessons. Artefacts can be created directly by the child from other interactive iPad apps or through using the iPad to record images, audio or video, of more traditional forms of art and creative play. An ePortfolio of children’s work can show progress throughout the year, and be an opportunity for reflection by the children, parents and educators. It can also be added to during future years while the child remains at the service. In this example, technology can help create a sense of belonging and community within the classroom and a sense of ownership by the children over their own work and the way in which their progress is captured and presented.
Publication Type: Journal Article
Source of Publication: International Art in Early Childhood Research Journal, 1(1), p. 1-13
Publisher: International Association of Art in Early Childhood
Place of Publication: Armidale, Australia
ISSN: 1837-0020
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: http://artinearlychildhood.org/2018-research-journal-1/
Appears in Collections:Journal Article
School of Education

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