Archard, S., & Archard, S. (2016). Jessica connects: A case study focussing on one child’s use of information and communication technology (ICT) in an early childhood education setting. In V. Sharma & A. Brink (Eds.), Childhood Through The Looking Glass (pp. 129–139). Oxford, United Kingdom: Inter-Disciplinary Press.

Information Communication Technology (ICT) is regarded as playing an ever increasing role in the lives of people which includes young children; The role of ICT in early childhood educational services in Aotearoa New Zealand is still being argued despite curriculum and assessment expectations that endorse and support its integration into practice. This presentation draws upon a small, qualitative case study involving young children and their uses of ICT in one early childhood education setting in Aotearoa New Zealand. We use a socio-cultural perspective to recognise and examine the notion of children’s understanding and practices of ICT. In this presentation we focus on Jessica, aged 4 years old, and the ways she uses ICT in her life as tool to document and share her learning and interests. These uses also reflect Jessica as a competent and confident learner using ICT as a cultural tool to mediate her learning in her home and early childhood education setting. We examine how such ICT practices can contribute and fulfil curriculum and assessment intentions. This can support and endorse the competent, confident learner that reflects the curriculum principle of Empowerment. This presentation supports the view that ICT can be used to enhance the empowerment of the learner. We conclude that the early childhood curriculum and assessment practices justify the place of ICT in early childhood settings as a learning and teaching tool. We also argue that teachers have a role in responding to the needs of the 21st century learner to direct their own learning and that this can be guided by the curriculum aspirations in the principle of Empowerment