It is undoubtedly important for our children these days to be versed in the language of technology. As technology and the science that generates that technology continues to advance at a pace that creates a technology knowledge gap in our society, we must not forget how and why we should teach the following foundational concepts to our students: Energy Input, Technology Design, Technology Health, Sustainable and Recyclable Technology. I recommend that all of these and the concepts that follow from them be discussed in the context of individuals and different societies, moving from micro to macro influences.

Since technology ("the application of scientific knowledge for practical purposes, especially in industry*) is such a large industry and first through fifth graders can only grasp so much before they are overwhelmed, I taught a series of lessons on just Computers. The following is a snippet of suggestions I believe may be helpful to the multi-level and multi-subject teacher in the United States. Just like how I begin any curriculum, I look at the grounding foundations of the subject and what I want them to know. Below, you will see a few core concepts I have identified in conjunction with other teachers.

Here is a report I gave to home room teachers as the technology teacher for two first grade classes. I hope this gives you an idea of the progression of lessons that build upon the concepts of energy, health, and design.

Students have been working on developing familiarity with computers in terms of layout, design, and function. Typing has been a central focus of technology and students first began by just having fun with a music computer keyboard, using their index finger to find keys, and eventually timing themselves on how fast they could find individual letters. After students experienced that initial excitement, I began more structured lessons where students observed keyboards from all over the world to understand layouts are different based on the language of the culture. Recognizing that we use the standard U.S. English keyboard, I taught the students how and where to place their hands on the keyboard. Students reflected on the importance of knowing where to place their hands on the keyboard and the proper position of the elbows, wrists, and hands to help align the posture of the body. This concept was strengthened as students reflected on initial discomfort and then how they felt when they changed a specific position or posture. Students began more advanced typing games and have been continuing working on harder levels in the typing games. We later moved into computer design and I introduced the difference between a PC and a MAC computer to the students. The class made a PC and MAC Venn diagram to compare basic differences (The main takeaway point was that PCs are made by many companies and MAC is made by only one company). We also discussed the function and parts that make a laptop computer work. We began with the charger cord and examined how power travels from the plug through the adapter and into the computer, charging the battery. Students in the next few weeks will be introduced to three new vocabulary words as the final culmination of technology this month: hardware, software, and operating system (OS). Students will understand these concepts via pictures comparing MAC and PC, adding to the Venn diagram we began last week. Students were very excited to begin learning about PCs and MACs and asked if they could see the inside of a computer. I told them that in order to understand the inside of a computer, we first have to understand the different types of computers and how they work. In the next few lessons, I plan to bring a non-functioning PC laptop for students to handle and observe. In the last lesson, students will only get to see a picture of the inside of a PC and MAC laptop. Students have shown lots of enthusiasm with typing, which shows good stamina because they will need to practice typing more. Most students have the correct posture; some have trouble relaxing their hands to gently put on the keyboard. Copies of the US keyboard layout were sent home with students to remember placement of keys.

In no way were these visual aids substitutes for actual teaching, an important distinction.

The resources I have made available to the public is for the express purpose of enhancing the skill and resources of educators within the United States that intend to teach this subject. Much of my pedagogy and practice comes from a position of teaching diverse learners and may differ if used in different countries. In any case, the material and resources provided here and on this website is for educators to become more versed and skilled in the subjects they teach. In no way can this information be plaigarized or sold for profit. Thank you.

* Oxford American Dictionaries on Mac OS 10.7.1
** You can imagine if first graders can learn this, where this curriculum could go with more advanced learners