Meaningful Technology and Curriculum
3
Mary-Ann Vardakas
Mary-Ann Vardakas<EMAIL_ADDRESS>University of Ontario Institute of Technology
Abstract
This chapter discusses the components of a meaningful curriculum as well as meaningful use of technology at the Kindergarten to Grade 2 level. The most common characteristics of meaningful curriculum and technology use in this chapter are derived from a variety of literature on the topic of curriculum and technology. Common understandings of what makes curriculum meaningful is connectedness, relevance, integration and engaging pedagogical approaches. Authentic technology use is use of technology that supports the development of 21st century skills such as critical thinking, communication, collaboration, and creativity and innovation. The barriers associated with technology integration from K-2 is addressed. Pedagogical approaches, recommended applications and considerations when using technology to support learning in an early years context are discussed in this chapter and what should be emphasized (ex., greater focus on concrete learning and oral communication). How the various 21st century competencies can be developed using developmentally appropriate digital applications to support learning, assessment and skill development is discussed. A variety of apps for assessment practice, metacognition and 21st century competencies are recommended some that can be used both by the educator and the student.
Keywords: early primary, K-2, Kindergarten, meaningful curriculum, modern learning, technology integration, 21st century skills
Introduction
Meaningful curriculum and technology use have a number of defining characteristics which are present across all learning contexts and divisions. This chapter will discuss what meaningful curriculum and technology use means at the early primary level (Kindergarten- Grade 2). There are a number of different considerations when planning, delivering and assessing meaningful curriculum through the use of technology for students in Kindergarten to Grade 2 as many are emergent literacy learners. This chapter discusses the shared understanding of what meaningful curriculum and meaningful use of technology as well as the barriers of technology integration found in the literature, and discusses the use of types of technology tools that will best support student learning in these grades with some specific examples of current digital tools that can be used to support the competencies and other components in the meaningful technology section.
Background Information
In order for a curriculum to be relevant to young learners there must be a strong connection created between the child and the curriculum focus and they need to feel represented in what they are learning and understand how they fit into the big picture (OME, 2013). Educators need to “focus on the subjective experiences of students and engage them in new meaningful and exciting ways” (Fullan, 2013, p. 20). Some of the fou