Critical Issues to Consider When Introducing Technology Education into the Curriculum of Young Learners

As the importance of a sound technological education for learners in their teenage years of schooling becomes accepted at a global level, there is increasing interest and belief in the need to start this education at an earlier age, possibly as soon as children begin formal schooling or even nursery school or kindergarten. Some teachers have warmly welcomed the challenge of introducing technology education to children at an early age. They have found that it has allowed them to develop new dimensions to work already underway. For others the idea has been received with more caution, for a variety of reasons. Some are confused by what technology education would mean for young children. Others are concerned that limited resources would be stretched too thinly if the younger age group were included and that the primary curriculum is already overloaded. There are also those who believe that technology education is simply inappropriate with a younger age group. Expanding the technology curriculum to primary schools raises a number of important issues. Any developments should be based on sound educational principles and thinking. This paper will explore key considerations in this area, including: 1) the value of including technology in the curriculum for young children; 2) critical dimensions to nurturing technological capability; 3) appropriate models of teaching, learning and assessing; 4) addressing the needs of the teacher; and 5) the importance of providing coherent, progressive and continuous technological experiences.