Abstract:
This paper reports the findings of a three-year case study of children's learning in technology education. Twenty children were tracked through their first three years of primary school, with data collection from both the formal school technology units and a range of targeted tasks being used to identify the children's progression in technological literacy. The learning in technology at the end of the three years is detailed and the four key factors which had the greatest impact on the children's learning are identified and the significance of each is explored. The paper concludes with a discussion of the implications of the findings for primary technology educators.