Using Technology in Reggio-Inspired Long-Term Projects

The philosophy and approach to early childhood misunderstandings about the project topic. From the education found in Reggio Emilia, Italy, which incorpo- documentation the teacher can determine possible materates the use of long-term projects and the documenta- rials, activities, and teaching strategies that may be intion of children’s learning in these projects, has inspired troduced to further the project. By creating documentamany early childhood programs in the United States tion panels that contain photographs of children’s (Gandini, 1994; Hendrick, 1997; Trepanier-Street, Greg- actions, children’s drawings, child and teacher language, ory, & Donegan, 1998). Using various forms of technol- and teacher commentary on project activities, the proogy (e.g., computer, computer software, digital camera, cess of children’s learning can become apparent to the video camera and recorder, video printer, and scanner) teacher. A study of the documentation can reveal the to implement and document classroom long-term proj- types and the quality of child–child and child–teacher ects can positively influence the learning–teaching pro- interactions that are occurring in the classroom and what cess for the children, teachers, and parents. Long-term teaching strategies could further these classroom interacprojects enhanced by technology can promote signifi- tions. The teacher in the documentation can obtain ascant growth in children’s thinking and social develop- sessment information about individual children as well ment. Using technology to document these projects can as about whole group progress. be a valuable tool for teacher reflection on children’s Children have the opportunity to use documentadevelopment and the teaching process and can result in tion of projects to examine their own thinking and the significant teacher professional growth. An additional thinking of others on the project topic. Such examination advantage of incorporating technology into long-term permits the children to clarify, deepen, and reevaluate projects is that it can be both cost and time effective for and change their thinking about the topic (Katz & the teacher and the early childhood program. In this arti- Chard, 1996). Using documentation to revisit prior accle we describe and provide examples of how we have tivities, the children and teacher plan together what asutilized technology in the implementation and docu- pect of the project they wish to pursue next. Careful and mentation of long-term projects conducted in a multi- attractive documentation can convey to the children that aged (4 1 to 6 years) preschool/kindergarten classroom. their work is valuable, worthwhile, and is taken seriIn long-term projects children explore in-depth a ously by adults (Katz & Chard, 1996). Documentation topic of interest from many perspectives for an extended panels, serving as the children’s memory of their project period of time (Katz & Chard, 1989; Trepanier-Street, work, can be used for revisiting activities with large 1993). Projects begin and continue with the teacher care- groups of children. These documentation panels can be fully documenting the children’s interactions with mate- organized chronologically on the computer so that the rials, with their peers, and with the teacher, as well as children and the teacher can see their progress over time the language used by the children during these interac- and reflect upon their personal growth and classroom tions. The continual documentation of the long-term experiences. project serves many purposes for teachers, children, and Through documentation posted in the classroom, parents can become aware of what the children are doing and learning in the classroom. Classroom projects can