Early childhood technology education: A sociocultural perspective

Kin Wai Michael SIU, Mei Seung Michelle LAM

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publication3rd Annual Hawaii International Conference on Education: 2005 Conference proceedings
Place of PublicationHonolulu, HI
PublisherHawaii International Conference on Education
Pages4185-4195
Publication statusPublished - 2005

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Citation

Siu, 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.

Keywords

  • Early Childhood Education
  • Development of Subject Knowledge
  • Science