Early Childhood Technology Education: A Sociocultural Perspective

Siu, Kin Wai Michael; Lam, Michelle

doi:10.1007/s10643-005-0003-9

Cited by 32 publications

(28 citation statements)

References 4 publications

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“…In this millennium, the opportunities and concerns regarding widely accessible Information and Communications Technologies (ICTs) are no different. Society's perceptions of technology and expectations for its use are important (Siu & Lam, 2005). Those notions impact the use of computers at home, as well as shape the course of implementation in educational settings.…”

Section: Introductionmentioning

confidence: 99%

Technology and young children: How 4–7 year olds perceive their own use of computers

McKenney

Voogt

2010

Computers in Human Behavior

108

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This study examined young children's access, perceptions and use of technology within and outside of school settings. 167 children from varied ethnic and socioeconomic backgrounds participated in the study. Regardless of gender, socio-economic status or ethnic group, most children had access to computers in and outside of schools. In both settings, pre-K through grade 2 children report that they primarily use computers to play games. Children's attitudes toward computers are positive. Older children tend to use the computer more often, are better able to operate the computer and their attitudes towards computers are more positive. Boys' attitudes towards computers are more positive than the attitudes of girls, but no gender differences were found for computer use nor ability level. While no significant differences were found between the attitudes of Dutch and immigrant children, the latter group indicated more frequent use. Also, children from a lower socio-economic neighborhood had more positive attitudes towards computers and used computers slightly more often than middle class children. The findings of this study inform the debate on the desirability of young children's exposure to computers at home as well as in educational settings. Further, these findings may help educators and parents to both critically assess their current practices (e.g. the relative value of the most frequently used applications -games), and strive to integrate developmentally appropriate uses of technology at home and in classrooms.

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Section: Introductionmentioning

confidence: 99%

Technology and young children: How 4–7 year olds perceive their own use of computers

McKenney

Voogt

2010

Computers in Human Behavior

108

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“…Vidare framhålls vikten av att tillvarata barns naturliga nyfikenhet och upptäckarglädje i tidig ålder för att utveckla kunskaper om teknik (Axell, 2013;Siu & Lam, 2005;Stables, 1997). I Sverige är en stor andel av alla barn (83 %) mellan 1 och 5 år gamla inskrivna i förskolan (Skolverket, 2015), vilket innebär att förskolan utgör en viktig lärandemiljö i relation till teknik.…”

Section: (1) 2018unclassified

Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan <br> What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool

Elvstrand

Hällström

Hellberg

2018

NorDiNa

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Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan AbstractIn recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010 (revised in 2016). Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they conceive of and experience technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers' views and experiences of technology and technology education in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was coded and categorized with a thematic analysis. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, however, the teachers are also uncertain about what technology is and want to

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“…Setting up the pretend play is a crucial part of the process as it must reflect the familiar environments that kids are used to in their daily lives and it should include all the relevant props in particular case scenarios for children to connect and focus on the intended themes. In the fast changing technology driven world, where technology results to rapid changes in society (Siu and Lam, 2005) and educators should explore the benefits of technology instruments inclusion in children's pretend plays and pretend play performance in early childhood education. In this age of information communication technologies, children often interact with many technology instruments in various settings and such interaction enhances the child's knowledge of their surroundings (Wallerstedt and Pramling, 2012).…”

Section: Technology Instruments In Children's Pretend Play Performancementioning

confidence: 99%

AESTHETICS IN EARLY CHILDHOOD EDUCATION: THE COMBINATION OF TECHNOLOGY INSTRUMENTS IN CHILDRENâS MUSIC, VISUAL ARTS AND PRETEND PLAY

Ko¹

2014

Journal of Social Sciences

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With the importance of aesthetics in current preschool curriculum, children's aesthetics development and deloading learning plays a special attention to the relationship between technology instruments and the three critical early childhood education activities, namely music teaching and learning, visual arts and children's pretend play in early childhood education. A rigorous literature review in Dewey, Steiner and Vygotsky explore the argument that technology instruments play a crucial role in children's daily lives. After carefully elaborating the relevant literature, this study arrives at three major conclusions firstly, indeed technology instruments in music teaching facilitate the quality and efficiency in the young children's learning motivation. Secondly, technology instruments in visual arts facilitate the quality and efficiency in the learning motivation of children and finally, technology instruments of music facilitate children's performance in their pretend play, especially in terms of emotional expression, emotional regulation, emotional utilization and interpersonal relationships. Further, the study reveals that during the application of technology instrument in children's music, visual-arts and pretend play, adults' scaffolding and assistance is no doubt necessary during children's learning and development process.

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Early Childhood Technology Education: A Sociocultural Perspective

Cited by 32 publications

References 4 publications

Technology and young children: How 4–7 year olds perceive their own use of computers

Technology and young children: How 4–7 year olds perceive their own use of computers

Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan <br> What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool

AESTHETICS IN EARLY CHILDHOOD EDUCATION: THE COMBINATION OF TECHNOLOGY INSTRUMENTS IN CHILDRENâS MUSIC, VISUAL ARTS AND PRETEND PLAY

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Early Childhood Technology Education: A Sociocultural Perspective

Cited by 32 publications

References 4 publications

Technology and young children: How 4–7 year olds perceive their own use of computers

Technology and young children: How 4–7 year olds perceive their own use of computers

Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan <br> What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool

AESTHETICS IN EARLY CHILDHOOD EDUCATION: THE COMBINATION OF TECHNOLOGY INSTRUMENTS IN CHILDRENâS MUSIC, VISUAL ARTS AND PRETEND PLAY

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AESTHETICS IN EARLY CHILDHOOD EDUCATION: THE COMBINATION OF TECHNOLOGY INSTRUMENTS IN CHILDRENâS MUSIC, VISUAL ARTS AND PRETEND PLAY