1.+Rationale

Anticipating our future roles as learning leaders supporting teachers in their use of inquiry and technology,  we have created a short iMovie titled //Inquiry and Digital Content//. The movie illustrates how digital content can be used to support inquiry based teachi ng and learning in a constructivist environment. It is our intent to inspire and motivate teachers to engage themselves and their students with digital content and to give them a brief glimpse of what is possible when technology is used to support inquiry. Our movie invites teachers to enter the ‘visitor-to-resident continuum’ (White, 2009) at a place that makes sense to them personally, and is appropriate for, and responsive to, their particular learning environment. To some extent this production also tells the story of our own experiences by offering examples of attempts we have made to access, create, utilize, and share digital content in our practice: we have, unconsciously perhaps, collected our experiences as digital data that serendipitously inform our argument. In so doing, we have also supported our own learning as we collaborated in sorting and organizing our various experiences into a digital narrative.

  Mirroring our experiences in viewing the 'fuzzy world of digital technologies' in this class, the movie begins with an infant viewing an unfocused television screen. As the course and the movie progress, so too do our understandings of the world of digital technologies -- we begin to see or //focus// //on// what is possible and ponder the many options that are available for supporting constructivist inquiry in teaching and learning. In taking this class, we hoped to sharpen our understandings of what the possibilities are: It is our wish that those viewing our movie will go through a similar transition. We envisage offering to demonstrate the use of a variety of digital tools in our professional time with teachers, in support of their design of constructivist inquiry environments using the affordances of appropriate digital technologies with their students. To continue the metaphor: We will assist teachers to  zoom in on the possibilities when imagination and digital technologies are juxtaposed