Early technology education in China: A case study of Shanghai

References

• American Academy of Pediatrics Committee on Public Education. (2001). Media violence. Pediatrics, 108, 1222–1226. doi: 10.1542/peds.108.5.1222
   PubMed Web of Science ®Google Scholar
• Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3–11.
   Google Scholar
• Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). Alignment of hands-on STEM engagement activities with positive STEM dispositions in secondary school students. Journal of Science Education and Technology, 24(6), 898–909. doi: 10.1007/s10956-015-9572-6
   Web of Science ®Google Scholar
• Curriculum Development Council. (2015, December 12). Promotion of STEM education–Unleashing potential in innovation. Retrieved from http://www.edb.gov.hk/attachment/en/curriculum-development/renewal/Brief%20on%20STEM%20(Overview)_eng_20151105.pdf
   Google Scholar
• Early Technical Education. (2003, May 4). EU project. Retrieved from http://www.earlytechnicaleducation.org. doi:10.5860/choice.190878
   Google Scholar
• Freeman, B., Marginson, S., & Tytler, R. (eds.). (2014). The Age of STEM: Educational policy and practice across the world in science, technology, engineering and mathematics. London: Routledge.
   Google Scholar
• Holstermann, N., Grube, D., & Bögeholz, S. (2010). Hands-on activities and their influence on students’ interest. Research Science Education, 40, 743. doi: 10.1007/s11165-009-9142-0
   Web of Science ®Google Scholar
• Huang, Y. J., Li, H., & Fong, R. (2016). Using augmented reality in early art education: A case study in Hong Kong kindergarten. Early Child Development and Care, 186(6), 879–894. doi: 10.1080/03004430.2015.1067888
   Web of Science ®Google Scholar
• International Society for Technology in Education. (2007). The national educational technology standards and performance indicators for students. Eugene, OR: ISTE.
   Google Scholar
• Kazakoff, E. R., Sullivan, A., & Bers, M. U. (2012). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245–255. doi: 10.1007/s10643-012-0554-5
   Google Scholar
• Li, H. (2007). Story approach to integrated learning: The curricula and pedagogies. Hong Kong: Oxford University Press.
   Google Scholar
• Li, H., & Wang, X. C. (2017). International perspectives on early childhood education in the Mainland China, Hong Kong, Macao and Taiwan. Early Childhood Education in Chinese Societies International Perspectives on Early Childhood Education and Development, 235–250. doi: 10.1007/978-94-024-1004-4_14
   Google Scholar
• Mcdonald, S., & Howell, J. (2011). Watching, creating and achieving: Creative technologies as a conduit for learning in the early years. British Journal of Educational Technology, 43(4), 641–651. doi: 10.1111/j.1467-8535.2011.01231.x
   Web of Science ®Google Scholar
• Ministry of Education. (2016). Notice of 13th 5 year plan of informationized education. Retrieved from http://www.moe.edu.cn/srcsite/A16/s3342/201606/t20160622_269367.html
   Google Scholar
• Ministry of Education. (2017). New standard of science curriculum for primary school. Retrieved from http://www.moe.edu.cn/srcsite/A26/s8001/201702/t20170215_296305.html
   Google Scholar
• Moore, T., Stohlmann, M., Wang, H., Tank, K., Glancy, A., & Roehrig, G. (2014). Implementation and integration of engineering in K-12 STEM education. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in Pre-college settings: Synthesizing research, policy, and practices (pp. 35–60). West Lafayette: Purdue University Press.
   Google Scholar
• National Association for the Education of Young Children. (2016). Science, technology, engineering and mathematics resources for early childhood. Retrieved from http://www.naeyc.org/STEM
   Google Scholar
• Palaiologou, Ioanna. (2014). Children under five and digital technologies: implications for early years pedagogy. European Early Childhood Education Research Journal, 24(1), 5–24. doi: 10.1080/1350293X.2014.929876
   Web of Science ®Google Scholar
• Pedretti, E. (1999). Decision making and STS education: Exploring scientific knowledge and social responsibility in schools and science centers through an issues-based approach. School Science and Mathematics, 99(4), 174–181. doi: 10.1111/j.1949-8594.1999.tb17471.x
   Google Scholar
• PISA 2012 Results: What Students Know and Can Do (Volume I). Student Performance in Mathematics, Reading and Science (Summary in English). (2013). PISA 2012 Results: What students know and can do (Volume I) PISA. doi:10.1787/9789264201118-sum-en.
   Google Scholar
• Radich, J. (2013). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Every Child, 19(4), 18.
   Google Scholar
• Sharma, Priya, & Hannafin, Michael J. (2007). Scaffolding in technology-enhanced learning environments. Interactive Learning Environments, 15(1), 27–46. doi: 10.1080/10494820600996972
   Web of Science ®Google Scholar
• Shukla, R. K. (2005). India science report: Science education, human resources, and public attitude towards science and technology. New Delhi: National Council of Applied Economic Research.
   Google Scholar
• Siu, K. W. M., & Lam, M. S. (2003). Technology education in Hong Kong: International implications for implementing the ‘Eight Cs’ in the early childhood curriculum. Early Childhood Education Journal, 31(2), 143–150.
   Google Scholar
• Turja, L., Endepohls-Ulpe, M., & Chatoney, M. (2009). A conceptual framework for developing the curriculum and delivery of technology education in early childhood. International Journal of Technology and Design Education, 19(4), 353–365.
   Web of Science ®Google Scholar
• Tyson, W., Lee, R., Borman, K. M., & Hanson, M. A. (2007). Science, technology, engineering, and mathematics (STEM) pathways: High school science and math coursework and postsecondary degree attainment. Journal of Education for Students Placed at Risk, 12(3), 243–270.
   Google Scholar
• Tytler, R., Osborne, J., Williams, G., Tytler, K., & Cripps Clark, J. (2008). Opening up pathways: Engagement in STEM across the primary-secondary school transition. Canberra: Australian Department of Education, Employment and Workplace Relations.
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2013). ICT in Education. Retrieved from http://www.unesco.org/new/en/unesco/themes/icts/
   Google Scholar
• Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 1–13. doi: 10.5703/1288284314636
   Google Scholar
• Wright, J. L. (1997). Young children and technology: A world of discovery. Boston, USA: Allyn & Bacon.
   Google Scholar
• Zaranis, N., Kalogiannakis, M., & Papadakis, S. (2013). Using mobile devices for teaching realistic mathematics in kindergarten education. Creative Education, 4(7), 1–10.
   Google Scholar
• Zhu, L. L. (1995). Rejuvenating China by science and education. In L. L. Zhu (Ed.), China’s major strategic decisions for the 21st century (Vol. 9(4), 15–20). Beijing: CPC Central Party School Press. (In Chinese).
   Google Scholar