ABSTRACT
In this chapter, the authors develop an understanding of Seymour Papert’s categories of syntonic learning, which provide guidance in the selection of appropriate learning activities and resources. They explain that the way the Technologies curriculum is conceptualised has a dramatic effect on the intention of the curriculum and the way it is delivered in primary classrooms. The author provide understanding of the pressure that emerging digital technologies exert on traditional pedagogical approaches in primary school classrooms, and consider ways to enhance or change practice to capitalise on new social practices. Coding is positioned as a bridge across strands and sub-strands of the Technologies curriculum, and to other learning areas. In the initial investigating stages, children set out to find the dimensions of the problem, but also to investigate the capabilities and limitations of the digital technologies at their disposal. A design-led, problem-based approach to the integration of coding demands that students engage with close attention to the available resources.
