English and Australian Children's Perceptions about Technology

Abstract

Abstract This paper compares the perceptions about technology held by elementary school children in England and Australia. Children's perceptions were measured using a writing/drawing activity, designed for children of all ages, a picture quiz, devised for young children, and a questionnaire intended for older children. In each country, samples of about 800 children in Years 3‐6 were chosen from schools representative of those in their region. The results indicate that although many children only associate technology with computers and modern appliances, overall there is an enormous variety of ideas about technology with the more complex and coherent among older children. Children's attitudes are positive, although older children expressed less interest in technology. The high profile of design and make in the England and Wales Technobgy National Curriculum is reflected by children's emphasis on model‐making, an aspect generally ignored by Australian children. The diverse views children hold underscores the importance for teachers of accommodating children's understandings and perceptions when designing their classroom instruction.