ABSTRACT Connected learning is claimed to support children to connect their formal learning with wider social network and media tools in an interest-driven and inquiry-oriented manner. In a formal context there are few successful implementations of connected learning. This study explores how a kindergarten community of 8 adults and 42 children, equipped with digital media tools, organized connected learning as sociocultural phenomena and inquiry learning. With an ethnographic approach, unstructured interviews and multimedia portfolios provided data for deductive content analysis. The results indicate that meaningful objects of inquiry were found though the children’s own discoveries with media tools used in forest trips. The social capital and the children’s own funds of knowledge were harnessed with iPads and a trail camera, installed to capture wildlife. Precisely, the trail camera use and the resulting images mediated connections with parents and grandparents, outside experts, and peers. Children were actively naming, classifying, and categorizing the trail camera data, and also searching, evaluating, and applying new information. Children were also creating, sharing, and openly publishing their own insights that drew on a unique mix of meaning-making resources and media tools. The results can be used in the learning design of early-childhood education and care.

中文翻译：

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幼儿园将学习与媒体工具联系起来：一个案例

摘要互联学习被认为可以以兴趣驱动和探究的方式支持儿童将其正规学习与更广泛的社交网络和媒体工具联系起来。在正式的语境中，很少有成功的互联学习实现方式。这项研究探索了一个由8名成人和42名儿童组成的幼儿园社区，这些社区配备了数字媒体工具，如何将联系学习组织为社会文化现象和探究学习。通过人种学方法，非结构化的采访和多媒体档案袋提供了用于演绎内容分析的数据。结果表明，尽管孩子们通过森林旅行中使用的媒体工具自己的发现，却发现了有意义的询问对象。iPad和追踪相机可利用社会资本和孩子们自己的知识资金，安装以捕获野生动物。精确地，跟踪摄像头的使用以及由此产生的图像介导了与父母，祖父母，外部专家和同伴的联系。孩子们正在积极地命名，分类和归类后视摄像头数据，还正在搜索，评估和应用新信息。孩子们还在创造，分享和公开发表自己的见解，这些见解借鉴了有意义的资源和媒体工具的独特组合。研究结果可用于幼儿教育和护理的学习设计。孩子们还在创造，分享和公开发表自己的见解，这些见解借鉴了有意义的资源和媒体工具的独特组合。研究结果可用于幼儿教育和护理的学习设计。孩子们还在创造，分享和公开发表自己的见解，这些见解借鉴了有意义的资源和媒体工具的独特组合。研究结果可用于幼儿教育和护理的学习设计。