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The author connects ICT use with Learning Stories, where narrative documentation and “the child’s voice” make assessment accessible to children and families. A 2005 e-learning fellowship study at Westmere Kindergarten examines five selected case-study children, focusing in depth on Casper’s portfolio and the evolution from Kid Pix drawings to slideshow books, audio recording, GarageBand editing, and iMovie sequencing.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":10,"@type":76,"position":81},"https://docshare.wps.com/document/story-novel/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/new-forms-of-an-old-artchildrens-storytelling-and-ict-childrens-storytelling-and-ict-case-study/503878/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/new-forms-of-an-old-artchildrens-storytelling-and-ict-childrens-storytelling-and-ict-case-study/503878.png","ImageObject",300,407,{"name":92,"@type":93},"BAd apple","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article connect ICT with children’s storytelling?","Question",{"text":112,"@type":113},"It explains that ICT is integrated alongside children’s and teachers’ storytelling traditions, particularly through Learning Stories and the use of the “child’s voice” to strengthen narrative sharing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What setting and study period are used for the research?",{"text":117,"@type":113},"The research takes place during Term 2 of 2005 at Westmere Kindergarten, with established relationships among the author, children, families, teachers, and the community.",{"name":119,"@type":110,"acceptedAnswer":120},"What technologies does Casper use as his storytelling develops?",{"text":121,"@type":113},"Casper progresses from Kid Pix drawings and slideshow creation to designing story elements like rainbow word colours, then uses a USB microphone and develops songs through GarageBand, alongside iMovie photo sequencing.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},503878,1792191310,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":8,"category_name":10,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":29},19241458193282,"https://us-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","New forms of an old art—children’s storytelling and ICT  \nJo Colbert  \nIhave worked in early childhood for a number of years  \nand for the last eight have been the head teacher at Westmere Kindergarten. Over this time my own interest in Internet and communication technology (ICT) has increased and this has led to seeing how ICT can fit in the early childhood setting in a meaningful way. Initially, the children at Westmere worked on an old computer, with the equipment being upgraded as funds permitted. Today we have two iBooks (Apple Macintosh laptop computers), a G5 iMac (Apple Macintosh desktop computer), two digital still cameras, and a video camera for the children to use. Children also have access to the photocopier, the laminator, and a spiral binder.  \nSitting alongside the children’s and teachers’ interest in ICT is a long tradition in storytelling, which came about through the use of Learning Stories. The narrative style of these made children’s assessments accessible not only to parents/whänau but to the children as well. Over time children became more familiar with the storying nature of documentation and, through the use of the “child’s voice”, children began to tell their own stories and share their experiences.  \nDuring 2005 I was the first early childhood e-Fellow, in a programme funded by the Ministry of Education that provides paid release for teachers to research an area of e-learning. My research partner was Professor Margaret Carr from Waikato University. My research took into account my long-term interest in children’s storytelling. My major research question—“Can ICT enhance the complexities, connections, and continuity of young children’s storytelling?”—gave me the opportunity to explore in depth the storytelling of children and to investigate ways of extending this interest through the use of ICT.  \nThis research took place during Term 2 of 2005 at Westmere Kindergarten, where I had worked for many years and so had already developed relationships with the children, whänau/families, teachers, and the wider  \ncommunity. I worked with five case-study children, allover 4 years of age, who attended the morning session. The children were selected on the basis of their interest in storytelling, identified through the kindergarten’s assessment practices. Therefore, the research was driven by the children’s interests rather than from adults’perspectives.  \nIn this article I share the story of one of my case-study children, Casper. Many children in the kindergarten shared his interest in, and development of, storytelling and the use of ICT, not just those involved in my research.  \nCasper’s story  \nCasper started kindergarten in April 2004. When I began gathering data for my research study he was 4½ years old and had another 6 months to go at kindergarten before he began school. Casper had an amazing sense of humour and was keen to share stories by way of conversation with the teachers. The teachers at Westmere Kindergarten suggested Casper as one of my research children because of his interest in storytelling. Casper’s portfolio has many examples of the stories and conversations he had at kindergarten and buildsan image of him as a competent and capable learner. Oneof the early stories he shared was a story called “The boy whose mother was a pirate”, based on the book by Margaret Mahy, The Man whose Mother was a Pirate. In Casper’s story his mother was called “drink bottle”.  \nWhen I began my research Casper had started to use Kid Pix1 and to tell stories that became a recurring theme for him, stories about Mr Boing Boing or a character with a name with a similar sound (Mr Bong Pop Corn, for instance) . I worked with Casper using Kid Pix, showing him some of the tools and how to use them. He began by drawing pictures with the drawing tool. I showed him how to save his picture in a slideshow; Casper did this, learning quickly. By the following week this had developed further. With the help ofFran, one of the teach","cbCaivlvsqVvdg0e","https://ap.wps.com/l/cbCaivlvsqVvdg0e","pdf",94377,"English","# Introduction\n## ICT and Learning Stories\n## The 2005 e-Fellowship Study\n## Case Study: Casper\n## From Kid Pix to Multimedia Storytelling","[{\"question\":\"How does the article connect ICT with children’s storytelling?\",\"answer\":\"It explains that ICT is integrated alongside children’s and teachers’ storytelling traditions, particularly through Learning Stories and the use of the “child’s voice” to strengthen narrative sharing.\"},{\"question\":\"What setting and study period are used for the research?\",\"answer\":\"The research takes place during Term 2 of 2005 at Westmere Kindergarten, with established relationships among the author, children, families, teachers, and the community.\"},{\"question\":\"What technologies does Casper use as his storytelling develops?\",\"answer\":\"Casper progresses from Kid Pix drawings and slideshow creation to designing story elements like rainbow word colours, then uses a USB microphone and develops songs through GarageBand, alongside iMovie photo sequencing.\"}]","New forms of an old art—children’s storytelling and ICT - Children’s storytelling and ICT case study | PDF",1791061317]