While most educators have a clear understanding of the pedagogical uses of technology, few seem to be considering implications of emergent technologies for the primary grade curriculum. The curriculum, the content that is taught, in primary grades should shift in response to rapid advances in technology. Such a shift is made both necessary and practical by the widespread and growing use of ubiquitous mobile learning devices like handheld computers and smart phones with continual wireless internet access and multiple applications. The purpose of this paper is to suggest that mobile computing and other modern technologies that enable ubiquitous learning make much of the content taught in primary grades irrelevant.
|Keywords:||Early Childhood Education, Primary Grades, Curriculum, Technology|
Associate Professor, Educational Theory, Policy, and Practice, Louisiana State University, Baton Rouge, USA
Louisiana State University, USA