Collegial Learning and Digital Literacy Education in a Swedish Preschool

Abstract

This article focuses on preschool teachers’ collegial learning in relation to children's use of digital learning tools in preschool. The aim of the study was to investigate how preschool teachers understand, change, and improve learning situations when digital tools are used, under the supervision of a film educator, a preschool colleague, and a researcher. The results show how five dedicated teachers, without a special interest in digital tools, started using tablets in preschool as a learning tool to achieve the goals in the curriculum regarding communication. The experiment model used in the study is based on design-oriented theories. The design-based experiment provided an opportunity for in-depth reflection among the teachers and a meeting place for collegial learning processes, which can in turn lead to preschool development.

Cooperation for developing digital competence in preschool – Challenges for teacher education – students – practicum preschools

“…They use their agency, challenge the educator's intentions, and may therefore be excluded from fellowship and participation. These ways of reacting to a design have also been confirmed in a former study of how teaching with digital artefacts in preschool encounters children's informal textual experiences (Forsling, 2021). It is not unusual, however, for resistance to emerge in the appropriation of technology, Wertsch (1998) pointed out.…”

“…Economy, technical conditions, and the attitudes and skills of members of staff can constitute both positive and negative factors. Support from the principal can be an important enabling factor, while the attitudes of legal guardians and results from previous research instead only seem to obstruct the promotion of children's digital competence in preschool (Forsling, 2021).…”

Factors Influencing Early Childhood Educators’ Use of Digital Educational Aids: A Sequential Explanatory Study

“…However, teaching aids cannot replace a teacher's role; they are merely a specific tool that assists teachers in performing their teaching duties. Although teaching aids help teachers, they can also increase their workload as teachers must select them according to certain criteria, present them at the appropriate educational time, create an appropriate atmosphere for maximum benefit, and prepare their children to absorb and interact with them effectively (Forsling, 2023).…”

Evaluasi Program Literasi Digital di PAUD Melalui Robokids STEAM Coding Game

“…Disamping, mampu menguasai dasar-dasar komputer, internet, program-program produktif, serta keamanan dan kerahasiaan sebuah aplikasi, siswa, guru dan tenaga kependidikan juga diharapkan memiliki gaya hidup digital sehingga semua aktivitas kesehariannya tidak lepas dari pola pikir dan perilaku masyarakat digital yang serba efektif dan efisien (Ibrahim et al, 2017). Dalam proses pembelajaran PAUD, sekarang literasi digital merupakan salah satu faktor pendukung tercapainya perkembangan anak yang optimal (Novitasari & Fauziddin, 2022) dan dalam menerapkan literasi digital ke dalam proses pembelajaran sehari-hari prasekolah, guru tidak hanya harus menguasai literasi digital, tetapi juga harus memiliki integrasi alat dan sumber daya digital, memiliki kemampuan menggunakan alat digital secara kritis dan bertanggung jawab serta memiliki kemampuan memimpin aktivitas (Forsling, 2023). Pernyataan ini sesuai dengan hasil penelitian Munawar et.al (2021) yang menunjukkan bahwa dalam implementasi manajemen kurikulum literasi digital di TK diperlukan komponen: 1) ketersediaan infrastruktur digital 2) kompetensi pengelola dan guru dalam literasi digital, 3) Tujuan kurikulum mengembangkan kompetensi dasar literasi digital pada anak; 4) pelaksanaan literasi digital (pengalaman belajar anak) di sekolah, 5) materi dan strategi pengajaran di sekolah, 6) adanya keterlibatan orangtua dalam penyusunan kurikulum.…”