The significance of early childhood teachers’ conscious awareness of technology: Australian and Singaporean perspectives

The recent Australian early childhood learning framework (DEEWR, 2009) defines technologies as including ‘much more than computers and digital technologies used for information, communication and entertainment’ (p.46). However, previous research has indicated that a majority of early childhood teachers identify technology as being mainly computers (laptops, Ipads, PCs) and other digital and electronic artefacts (for example, mobile phones, cameras, CD players, digital recorders, interactive whiteboards, et cetera). Further, as many perceive technology in this relatively limited manner, they are inclined to believe they are doing little to support children’s technological skills and understandings – despite that fact that they are offering children daily experiences that are rich in the potential for developing technological thinking. This paper, informed by cultural historical theory, reports on research conducted with early childhood educators in Victoria (Australia) and in Singapore, and argues for educators’ conscious awareness of their current practices, together with a deeper understanding of both the content of technology and specific pedagogical content knowledge. It proposes that, in turn, this may lead to more informed judgments about the technology experiences the educators are offering their children - resulting in greater support for learning.