Affiliation:
1. Western Washington University, USA
Abstract
In this chapter, the authors explore how a digitally literate early childhood education intern successfully incorporated an inquiry cycle for a series of science lessons during her remote practicum experience and how she capitalized on technology to engage and collaborate with children and their family. In describing the remote experience, the authors discuss how communication and documentation through digital tools such as e-books, applications, websites, and authoring tools supported learning and modeling for the family. The authors conclude with teacher takeaways for supporting interns and families in remote inquiry experiences with young children.
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