A systematic literature review of empirical research on technology education in early childhood education

Abstract

Technology education in early childhood education (ECE) has only recently been established internationally as a curriculum content area. The interdisciplinary character of technology education and its status as a field under development occasion a need to distinguish and define technology in the merging of disciplines. This literature review presents an overview of technology education in ECE in recent empirical studies. The literature review was carried out systematically, resulting in 23 studies that were scrutinised to present an overall picture regarding study design, findings and how technology is characterised. The analysis of the nature of technology in the reviewed studies builds on DiGironimo’s (Int J Sci Education, 33(10):1337–1352. https://doi.org/10.1080/09500693.2010.495400, 2011) conceptual framework, representing five distinct but merging dimensions of an ever-changing human technological creation process. In the synthesised findings, four subthemes derived from the studies’ overall themes were identified: two focusing on preschool teachers and pre-service teachers, and two focusing on technology activities with children. The aligned outcomes are discussed concerning the conceptual dimensions of technology, along with possibilities, challenges and implications for the current field of research on technology education in ECE.

Problem-Based Learning model in improving critical thinking ability of elementary school students

“…Learning design is a plan for a learning system depending on the requirements and learning targets and the transport framework so that it turns into a reference in its implementation to make learning exciting and effective by limiting students' difficulties in getting learning (Barak, 2013;Wasson & Kirschner, 2020). Learning configuration is also an efficient and fundamental plan to achieve learning goals (Eliasson et al, 2022). Excellent learning design, enforced by sufficient offices, combined with the teacher's creativity, will make it easier for students to achieve learning targets .…”

You Don’t Have to Re-invent the Wheel to Implement Technology Activities in Early Childhood Education

“…Regarding how technology education is enacted, the results from previous research can be categorised into two themes: technology activities organised with either play-oriented or goal-oriented approaches (see also Eliasson et al, 2022). The results of this study instead point to the possibilities and significance of combining a well-planned and goal-oriented learning activity with an open and permissive approach, giving play orientation space within the activity and being sensitive to the children's focus of interest as a basis for teaching technology.…”

“…Recent research examining technology activities in preschool has suggested making a distinction between teacherplanned activities and activities initiated by children during free play (Eliasson et al, 2022;Öqvist & Högström, 2018). This might reflect a common distinction between play-or goal-oriented approaches to teaching in ECE today.…”

“…Fleer 2000;Öqvist & Högström, 2018;Sundqvist & Nilsson, 2018). Although research on technology education in ECE is a growing field, it is largely built on preschool teachers' perceptions of the subject or on the results of design-based studies (Eliasson et al, 2022). Less is therefore known about the specific aspects of technology that are made possible for the children to learn by exploring in situ activities.…”

Digital Technology in Preschool Education: A Systematic Review

“…Mantilla and Edwards (2019) examined empirical studies published from 2012 to 2017 which were intended to advise adults on the use of appropriate digital technology for children aged 0-8. Eliasson et al (2022) reviewed the principal dimensions that represent technology as artifacts a creation process, human practice, the history of technology and the constant change of technology rarely included in technology education reported in empirical studies of early childhood education conducted between 2013 and 2020.…”