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International Journal of Technology and Design Education

Erschienen in:

01.05.2013

Emergent technological literacy: what do children bring to school?

verfasst von: W. B. Mawson

Erschienen in: International Journal of Technology and Design Education | Ausgabe 2/2013

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Abstract

There has been very little research into children’s technological practice in early childhood settings. This article describes four typical examples of the technological activity that occurs on a daily basis in New Zealand early childhood settings. It is suggested that children come to compulsory schooling with well-developed technological knowledge and competence in instigating and carrying out technological tasks that is not recognized and taken advantage of by the majority of primary early years programme developers and teachers. A number of ways by which early years school technology programmes could benefit by recognizing the extent of children’s emergent technological literacy and amending programme delivery and teaching strategies are detailed.

Vorheriger Artikel Figuring the world of designing: Expert participation in elementary classroom

Nächster Artikel An evaluation of Technology teacher training in South Africa: shortcomings and recommendations

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Titel: Emergent technological literacy: what do children bring to school?
verfasst von: W. B. Mawson
Publikationsdatum: 01.05.2013
Verlag: Springer Netherlands
Erschienen in: International Journal of Technology and Design Education / Ausgabe 2/2013
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-011-9188-y

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