We are living in a fast-changing, technology-driven world, where technology affects the daily lives of every person, directly or indirectly. While the importance of providing young children with technological knowledge and experience has been well-recognized, how the curriculum should be developed deserves greater study. Using early childhood education in Hong Kong as a case study, this paper argues that to be successful in planning and implementing a technology curriculum, we cannot only consider the technological aspects. We also need to take into consideration the social and cultural factors. Among various social and cultural factors, this paper focuses on: (a) the background of the students and their parents, (b) society's perceptions of technology, and (c) society's expectations of children who learn about technology, and (d) the approach and method of teaching and learning technology. Copyright © 2005 Hawaii International Conference on Education.
|Title of host publication||3rd Annual Hawaii International Conference on Education: 2005 Conference proceedings|
|Place of Publication||Honolulu, HI|
|Publisher||Hawaii International Conference on Education|
|Publication status||Published - 2005|
CitationSiu, K. W. M., & Lam, M. S. (2005). Early childhood technology education: A sociocultural perspective. 3rd Annual Hawaii International Conference on Education: 2005 Conference proceedings (pp. 4185-4195). Honolulu, HI: Hawaii International conference on Education.
- Early Childhood Education
- Development of Subject Knowledge