Summary of Pre-Kindergarten Technology Applications & Explanation of a Spiraling Curriculum

Summary of Pre-Kindergarten Technology Applications

Preschool children are introduced and exposed to technology in order to enhance their lives and their education. Young children benefit from becoming aware of and interacting with technology devices and their applications and components. Through the use of technology, children learn to develop techniques for handling and controlling various technological devices, become more confident with working with the devices, and become independent users of age-appropriate technologies.

The Pre-Kindergarten Technology Applications consist of five basic concepts that the children should be introduced to and provided time to work with such technology tools. By the end of the Pre-Kindergarten year, students should be able to open and navigate through software programs; use and name a variety of computer input devices; operate voice/sound recorders and touch screens; use software applications to create and express their own ideas; and recognize that information is accessible through the use of technology. These basic concepts can be developed through the proper exposure and the appropriate opportunities by the educator.

The Pre-Kindergarten TEKS lay the foundation for student performance in future grades by exposing basic concepts to children at an early age. Young students' minds have the capacity to acquire, gain, and retain such knowledge when given the appropriate opportunities and foundations to do so. If such basic concepts are introduced and taught effectively and appropriately during the Pre-Kindergarten year, then students have the opportunity to gain a basic understand and importance of the use of technological devices and their components and how such technological knowledge can enhance their lives.

A Spiraling or Scaffolding Curriculum

A spiraling and scaffolding curriculum is defined as a building ladder for learning. Scaffolding is a process that teaches the basics and builds up from there. Scaffolding must begin from what is near to the students experience known as the "zone of actual development (ZAD)" and build to what is further from their experience known as the "zone of proximal development (ZPD)." The building process or construction starts from the ground up, on the foundation of what is already known and can be done. The new is built on top of the known. (Vygotsky)

Educational concepts or TEKS such as the Technology Applications TEKS are a fine example of a scaffolding curriculum. Such learning and concepts are taught at an early age level providing the appropriate resources and opportunities for such young minds to begin to acquire such skills. Preschool students are taught the basics of technology applications and its components at any early age. Once students gain a basic simplified understanding of the concepts at the Pre-Kindergarten level, they then "scaffold" or build up and learn new and more complex concepts as they progress from grade level to grade level. Students are introduced to information acquisition through the use of technology, websites, software etc. each school year. Information and concepts are added and built on to the already existing knowledge that was taught the previous year. Each year students are given the opportunity to gain more knowledge through additional skills and practice by creating, accessing, and navigating products. This is why Pre-Kindergarten Technology Applications are considered "scaffolding" curriculum.