Introduction
The quote accounts for an insufficient common understanding of the nature of technology education generally, which is exemplified by how technology is defined, how it is treated in policy documents and teacher training programs and whether technology is viewed as a goal or as a means of teaching. This insufficient understanding of technology education also applies to ECE (eg. Johansson, 2021; Öqvist & Högström, 2018; Sundqvist, 2021).other education disciplines in terms of learning from the development of curricula and pedagogy, and research approaches. The weakness lies in its fragility in terms of status as a subject, establishment of professional bodies, the support required for teacher preparation and professional learning, and the socio-political environment of schooling. In addition, despite its developing history, technology education is in many countries and school jurisdictions still a fuzzy concept. (Jones et al., 2013, p. 192)
Aim and research questions
The conceptual framework of the nature of technology by DiGironimo
Method
Search procedure
After searching the databases and omitting duplicates, this sequence generated 125 records.‘technology education’ OR ‘technical education’AND‘preschool’ OR ‘kindergarten’ OR ‘early childhood’
Review procedure
1. Arikan, A., Ferniem D. E., & Kantor, R. (2017). Supporting the Professional Development of Early Childhood Teachers in Head Start: A Case of Acquiring Technology Proficiency. Elementary Education Online, 16(4), 1829–1849. https://doi.org/10.17051/ilkonline.2017.342996 |
2. Avsec, S., & Sajdera, J. (2019). Factors influencing pre-service preschool teachers’ engineering thinking: Model development and test. International Journal of Technology and Design Education, 29(5), 1105–1132. https://doi.org/10.1007/s10798-018-9486-8 |
3. Bartholomew, S., Moon, C., Ruesch, E., & Strimel, G. (2019). Kindergarten Students’ Approaches to Resolving Open-Ended Design Tasks. Journal of Technology Education, 30(2), 90–115. https://doi.org/10.21061/jte.v30i2.a.6 |
4. Fox-Turnbull, W. (2016). The nature of primary students’ conversation in technology education. International Journal of Technology and Design Education, 26(1), 21–41. https://doi.org/10.1007/s10798-015-9303-6 |
5. Hallström, J., Elvstrand, H., & Hellberg, K. (2015). Gender and technology in free play in Swedish early childhood education. International Journal of Technology and Design Education, 25(2), 137–149. https://doi.org/10.1007/s10798-014-9274-z |
6. Hedlin, M., & Gunnarsson, G. (2014). Preschool student teachers, technology, and gender: positive expectations despite mixed experiences from their own school days. Early Child Development and Care, 184(12), 1–12. https://doi.org/10.1080/03004430.2014.896352 |
7. Hultén, M., & Björkholm, E. (2016). Epistemic habits: primary school teachers’ development of pedagogical content knowledge (PCK) in a design-based research project. International Journal of Technology and Design Education, 26(3), 335–351. https://doi.org/10.1007/s10798-015-9320-5 |
8. Johansson, A. (2021). Examining how technology is presented and understood in technology education: a pilot study in a preschool class. International Journal of Technology and Design Education 31, 885–900. https://doi-org.ezproxy.ub.gu.se/10.1007/s10798-020-09584-z |
9. Kilbrink, N., Bjurulf, V., Blomberg, I., Heidkamp, A., & Hollsten, A. (2014). Learning specific content in technology education: learning study as a collaborative method in Swedish preschool class using hands-on material. International Journal of Technology and Design Education, 24(3), 241–259. https://doi.org/10.1007/s10798-013-9258-4 |
10. *Looijenga, A-M., Klapwijk, R., & de Vries, M. (2015). The effect of iteration on the design performance of primary school children. International Journal of Technology and Design Education, 25(1), 1–23. https://doi.org/10.1007/s10798-014-9271-2 |
11. Looijenga, A-M., Klapwijk, R., & de Vries, M. (2016). Groundwork: Preparing an Effective Basis for Communication and Shared Learning in Design and Technology Education. Design and Technology Education, 21(3), 41–50 |
12. Mawson, W. (2013). Emergent technological literacy: what do children bring to school? International Journal of Technology and Design Education, 23(2), 443–453. https://doi.org/10.1007/s10798-011-9188-y |
13. Milne, L. (2013). Nurturing the designerly thinking and design capabilities of five-year-olds: technology in the new entrant classroom. International Journal of Technology and Design Education, 23(2), 349–360. https://doi.org/10.1007/s10798-011-9182-4 |
14. Milne, L., & Edwards, R. (2013). Young children’s views of the technology process: An exploratory study. International Journal of Technology and Design Education, 23(1), 11–21. https://doi.org/10.1007/s10798-011-9169-1 |
15. Öqvist, A., & Högström, P. (2018). Don’t Ask Me Why: Preschool Teachers’ Knowledge in Technology as a Determinant of Leadership Behavior. Journal of Technology Education, 29(2), 4–19. https://doi.org/ 10.21061/jte.v29i2.a.1 |
16. Simoncini, K., & Lasen, M. (2018). Ideas about STEM Among Australian Early Childhood Professionals: How Important Is STEM in Early Childhood Education? International Journal of Early Childhood, 50(3), 353–369. https://doi.org/10.1007/s13158-018-0229-5 |
17. Sjoer, E., & Meirink, J. (2015). Understanding the complexity of teacher interaction in a teacher professional learning community. European Journal of Teacher Education, 39(1), 1–16. https://doi.org/10.1080/02619768.2014.994058 |
18. Sundqvist, P. (2020). Technological knowledge in Early Childhood Education: provision by staff of learning opportunities. International Journal of Technology and Design Education, 30(2), 225–242. https://doi.org/10.1007/s10798-019-09500-0 |
19. Sundqvist, P., & Nilsson, T. (2018). Technology education in preschool: providing opportunities for children to use artifacts and to create. International Journal of Technology and Design Education, 28(1), 29–51. https://doi.org/10.1007/s10798-016-9375-y |
20. *Sundqvist, P., Nilsson, T., & Gustafsson, P. (2015). The purpose of technology education in preschool: Swedish preschool staff’s descriptions. In M. Chatoney (Ed.), Plurality and Complementary of Approaches in Design and Technology Education, PATT29 conference proceedings, pp. 390–396. Apr 2015, Marseille, France. 2015, 978–2-85,399–994-6 |
21. *Thorshag, K. & Holmqvist, M. (2019). Pre-school children’s expressed technological volition during construction play. International Journal of Technology and Design Education, 1–2. https://doi.org/10.1007/s10798-018-9481-0 |
22. *Yliverronen, V. (2014). From Story to Product: Pre-schoolers’ Designing and Making Processes in a Holistic Craft Context. Design and Technology Education: An International Journal, 19(2), 8–16. https://ojs.lboro.ac.uk/DATE/article/view/1954 |
23. Yliverronen, V., Marjanen, P., & Seitamaa-Hakkarainen, P. (2018). Peer Collaboration of Six-Year Olds When Undertaking a Design Task. Design and Technology Education: An International Journal, 23(2), 1–23 |
Analytical process
Overall themes | Focusing on preschool teachers and pre-service teachers’ understandings of technology education | Focusing on technology activities in preschool settings | ||
---|---|---|---|---|
Subthemes | Emphasising preschool teachers’ and pre-service teachers’ content-specific technology knowledge | Emphasising preschool teachers’ and pre-service teachers’ development of professional pedagogical knowledge related to technology education | Emphasising the relationship between teaching and learning | Emphasising children’s experiences |
Studies | 2, 15, 19, 20 | 1, 6, 7, 16, 17 | 3, 4, 5, 8, 9, 10, 11, 13, 18, 21 | 12, 14, 22, 23 |
Sum of studies | 4 | 5 | 10 | 4 |
Dimensions of technology education | (1) Technology as an artefact | (2) Technology as a creation process | (3) Technology as a human activity | (4) Technology in relation to the history of the subject | (5) Technology in relation to its current role in society |
---|---|---|---|---|---|
Studies | 1, 2, 3, 4, 5, 7, 8, 9, 10, 12, 14, 15, 18, 19, 21, 22 | 2, 3, 4, 5, 8, 9, 10, 13, 14, 18, 19, 21, 22, 23 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23 | 8 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 22, 23 |
Sum of studies | 16 | 14 | 23 | 1 | 22 |