Anita Mortlock
Victoria University

• As citizens of the world we live in, we are surrounded by technology everyday
(Fleer & Jane, 1999)

• Many people relate “technology” to computers but it can also include things such as a paper clip, planning a birthday party or setting up a mouse cage.
• (Fleer & Jane, 1999)

• Technology can include products, processes and environments.
• Pen (product)
• Planning a birthday (process)
• Setting up a mouse cage (environment)

1.
Simple technologies, such as toothpicks, carpet and other like things.
2.
Advanced technologies, for example computers.
3.
Culturally specific technologies, for example the technology associated with making a hangi.
4.
Technological processes, such as keeping an aquarium of tropical fish.
5.
And life-support technologies, for example the baby’s bottle.
• Fleer & Sukroo (1995)

• Teachers often experience difficulty in defining technology education
(Fleer & Jane, 1999)

• Technology can be defined as:
• ...a creative, purposeful activity aimed at meeting the needs and opportunities through the development of products, systems or environments. Knowledge, skills and resources are combined to help solve practical problems. Technological practice takes place within, and is influenced by social contexts.
(Ministry of Education, 1995, p.6).

Exploration: What does it do?
Using understandings and skills gained from exploration in problem solving situations
(Developing products, systems and processes to meet needs and solve problems)

• Design something,
• Then make it,
• Then appraise it.
• Does not really reflect how children work technologically in early childhood.

• Designing, making and appraising still happens but occurs in any order, often several times and sometimes simultaneously.

Explicit references in the Communication and
Exploration strands:
• Explore the environment and develop understandings about it.
• Develop increasing skill in using tools, materials and equipment to explore and represent ideas.
• Use communication to share ideas and information and solve problems
• Links to ‘Essential areas’ of the NZCF
• (See back section of Te Whāriki)

• Well-Being:
• Capability in solving practical problems contributes to self-confidence and wellbeing.
(Ministry of Education, 1996, p. 96)

• Belonging:
• Using many materials for different purposes enables children to recognise that different technologies may be used in various places and settings.
• (Ministry of Education, 1996, p.95).

• Contribution:
• Growing experience in solving problems together develops children’s understanding of how technologies can help them and others.
(Ministry of Education, 1996, p. 96)

• Communication:
• Children gain experience in using communication technologies such as crayons, paintbrushes, pencils, calculators, books and computers.
(Ministry of Education, 1996, p. 97)

• Exploration:
• Children use a variety of technologies for different purposes as they explore their world.
• (Mnistry of Education, 1996, p.98)

• In order to support children’s technology work effectively, adults must have an understanding about it.

– The key factor in recognising and enhancing the children’s technological learning is the development of personal knowledge and understanding of technology by early childhood teachers.”
– Mawson, B. (2002, p15)

Fleer,M. & Jane, B.(1999). Technology for children: Developing your own approach .
Sydney: Prentice Hall.
Fleer, M. and Sukroo, J. (1995) I can make my robot dance. Technology for 3-8 year olds.
Sydney: Prentice Hall.
Mawson, B. (2002). Developing technology in early childhood settings. Early
Education , 29 , 11-16.
Ministry of Education. (1995). Ministry of Education, (1995). Technology in the New
Zealand curriculum. Wellington: Learning Media.
Ministry of Education. (1996). Te Whāriki: Early Childhood Curriculum.
Wellington:
Learning Media.
Napper, I. (1999). The development of technological capability in young children.
Australian Journal of Early Childhood, 16 ,(3), 23-27.