Technologies for Children

Introduction

The terms ‘technology’ and ‘technological literacy’ are heard in many different forums (e.g. Dakers, 2014). Newspapers often feature articles relating to technology. Many politicians associate economic success with technological products and capabilities (Freeman, Marginson and Tytler, 2015). Yet what do we really mean when we talk about technology, and what constitutes knowledge in technology education? This book brings together research on technologies education. You are invited to reflect critically upon this research by recording your reactions to the examples of teaching practices, children's comments and work samples, and research that are presented in each chapter.

The aims in writing this chapter are for you to clarify the meaning of technology, to think about the people behind various technologies, and to broaden your perspective of how global issues relate to technology. Armed with this knowledge, you are invited to think about the ways you might challenge children through planning activities that are set in purposeful technological contexts (see Figure 1.1). This is in keeping with the international evidence which says that the most successful countries in science, technology, engineering and mathematics (STEM) are those who have made learning ‘more engaging and practical, through problem-based and inquiry-based learning, and [with] emphases on creativity and critical thinking’ (Freeman, Marginson and Tytler, 2015, p. 10).