Technology-Enhanced, Problem-Based Inquiry Learning in Early Childhood Education: A Theoretical Basis

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Wang, F., Kinzie, M., McGuire, P. & Pan, E. (2008). Technology-Enhanced, Problem-Based Inquiry Learning in Early Childhood Education: A Theoretical Basis. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 2266-2271). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27545.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Feng Wang, Mable Kinzie, Patrick McGuire, Edward Pan, University of Virginia, USA

Abstract

Inquiry is the natural way with which children explore the environment. During recent years, technology (e.g., computers, Internet) has been accessible in the vast majority of U.S. classrooms and proven effective for various aspects of early childhood learning. In this paper, we explore how to integrate technology and inquiry learning into early childhood education, including both the anchoring of inquiry to authentic problems and the roles of technology in inquiry and problem solving.

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