Technologies for Children

Introduction

In the first part of this book, the unique nature of technologies education was examined, with a focus on design thinking. Design thinking is central for learning in both subjects in the Australian Curriculum – Technologies (design and technologies; digital technologies). This chapter looks more closely at digital technologies. It is suggested by the Australian Curriculum, Assessment and Reporting Authority (ACARA, 2015) that ‘Digital systems support new ways of collaborating and communicating, and require new skills such as computational and systems thinking. These technologies are an essential problem-solving toolset in our knowledge-based society’ (p. 70). What can be seen in the Australian Curriculum – Technologies, is a recognition of new types of thinking being presented. Computational thinking is a new concept introduced in the curriculum in the context of information systems (such as digital technologies), and may not be known by this name to many teachers. Computational thinking is used for investigating and defining; generating and developing; producing and implementing; evaluating; and collaborating and managing solutions.

This chapter begins with a general discussion on digital technologies, followed by an introduction to computational thinking, and concludes with case examples of primary and early childhood digital technologies in action in the classroom/centre. Through studying computational thinking in action, it is hoped you will come to understand this new concept, and develop a range of ways that you can teach it meaningfully to children in the early years (toddlers and preschoolers) and from the Foundation to Year 6 levels (see Figures 5.1 and 5.2).