The use of technology in teaching science to young children

Abstract

Young children in their very early years widely encounter technological tools at home and at school in developed countries. According to Euro Barometer, almost every household has a fixed phone line; 87 % of households have cell phones, and two-thirds of households have a home computer. In early childhood, children start to use technological toys and computers comfortably at home or at school in addition to other technologies. Young children can use the mouse or touch the screen, and they follow visual directions on the screen to manage the tasks to which they are being exposed. The use of technology in teaching science to young children has been investigated extensively in last two decades. The investigations focused on effectiveness of technology in science teaching and teacher’s appropriate use of technology. The purpose of this chapter is to review the literature on the use of technology in teaching science during early-childhood years and help the readers to see the consequences of research in this filed. Research has shown that well-designed technological environments with careful parental monitoring and teachers’ guidance increase the level of understanding of scientific topics. Well trained teachers, who chose and use appropriate technology for science teaching, play the key role in using technology. Teaching with technology provides the opportunity to conduct authentic learning in science classes through replication of real-world problems. In addition, early-childhood technology literacy develops along with scientific and mathematic literacy. And the most importantly, technology is the effective tool if it is integrated to curriculum appropriately.