“Everybody has to get a Chance to Learn”: Democratic Aspects of Digitalisation in Preschool

Enochsson, Ann-Britt; Ribaeus, Katarina

doi:10.1007/s10643-020-01117-6

Cited by 11 publications

(8 citation statements)

References 16 publications

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“…In contrast, it has also been shown that some PSTs are not interested in digital tools and opportunities they provide (Enochsson and Ribaeus, 2021); Kjällander and Johnson Frankenberg (2018). Whether PSTs find digital tools useful has been linked to their views of children and democracy (Enochsson and Ribaeus, 2021). Another reason for reluctance is PSTs' concerns that digital technology is socially and physically limiting (Palaiologou 2016).…”

Section: Digital Tools In Preschoolsmentioning

confidence: 99%

“…Thus, PSTs themselves need to decide when, how, and why digital tools should be used. When teachers at different preschools do not have similar competence and/or views on digital tools, children have to develop their digital competence under very different conditions (Enochsson and Ribaeus, 2021). Even though the use of tablets has been increasing in Swedish preschools for some time now (Fridberg, Thulin, and Redfors 2018;Marklund and Dunkels 2016), many preschools still only have access to one or two tablets per department (Otterborn, Schönborn, and Hultén 2019).…”

Section: The Swedish Contextmentioning

confidence: 99%

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Affordances and obstacles when integrating digital tools into science teaching in preschools

Walan

Enochsson

2022

Research in Science & Technological Education

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Background: Although science and technology are viewed as closely related subjects, they are rarely combined in preschools. Purpose: This article investigates preschool teachers' perspectives on integrating digital tools when teaching science, asking how and why they use digital tools, and examining the affordances they experience and obstacles they encounter when incorporating digital tools. Sample: Eighteen Swedish preschool teachers volunteered to participate in the study. Design and method: Data were collected through group interviews and analyzed using a thematic approach, together with the Technological Pedagogical Content Knowledge (TPACK) framework, to obtain a more detailed picture of the teachers' experiences. Results: Most of the participants were positive about using digital tools when teaching children science, and they emphasized the need for training on how to use the tools themselves. The preschool teachers viewed digital tools as good complements to other tools when teaching science and to find information about science facts. Moreover, there were generic reasons for using digital tools, such as to stimulate critical reflections among the children, to document activities and to create stimulating learning environments. However, one group of preschool teachers struggled with integrating digital tools when teaching science. Discussion: Digitalization in preschools and the rest of society is developing. The preschool teachers found possibilities and challenges in using digital tools when teaching children science. Still, future studies are needed to investigate how this will develop. In addition to the results, we found that TPACK served as a useful framework for analyzing and discussing our results. Therefore, we recommend TPACK when analyzing and discussing the use of digital tools in future preschool studies.

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Section: Digital Tools In Preschoolsmentioning

confidence: 99%

Section: The Swedish Contextmentioning

confidence: 99%

Affordances and obstacles when integrating digital tools into science teaching in preschools

Walan

Enochsson

2022

Research in Science & Technological Education

Self Cite

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“…The role of the pedagogue in relation to the children is an important factor for meaning-making with tablets (Kjällander, 2011). Pedagogues need different types of scaffolding, and their views of children and cultural interplay are important starting-points (Marsh et al, 2016;Enochsson & Ribeaus, 2020).…”

Section: Digital Literacymentioning

confidence: 99%

Collegial Learning and Digital Literacy Education in a Swedish Preschool

Forsling

2021

Early Childhood Educ J

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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.

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“…Work in preschool education requires simultaneous professional and personal development since interaction with preschool children is based on the teacher's creativity and improvisation. In wartime, the training of a future specialist relates to the mastery of modern technologies and teaching tools, finding and implementing new forms of work with children (Enochsson & Ribaeus, 2021).…”

Section: Introductionmentioning

confidence: 99%

Training of Future Teachers for Work with Preschoolers under Martial Law in Ukraine

Zdanevych¹,

Tsehelnyk²,

Kruty³

et al. 2022

JCT

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The article is aimed to check the effectiveness of the formation of professional competencies of future specialists in preschool education facilities under martial law. A structural-functional model was chosen as an experimental model of competence formation. Methods. The paper used interviewing and testing techniques, the method of expert analysis of students’ educational achievements. To identify the psychological characteristics of students’ educational motivation, we used the method for studying the motivation of learning at a university by T. I. Ilyina. The Welch's t-test and Student's t-test were used to comparing the levels. The results. Professional motives began to dominate in the majority of students (24%) after the end of the first stage of the experiment and the number of students who have formed professional competences increased significantly at the end of the experiment (4.8). It has been proven that the motivational-value component (2,8) plays a key role in the structure of the student’s professional competence. The results of the experiment allow us to conclude improvement of the levels of formation of future educators’ professional competence. The creative component showed special dynamics (58%). Conclusions. Despite the state of war, the structural-functional model demonstrates positive results in the formation of professional competencies. Prospects for further research should focus on the effective methods of organizing the educational process in wartime.

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“Everybody has to get a Chance to Learn”: Democratic Aspects of Digitalisation in Preschool

Cited by 11 publications

References 16 publications

Affordances and obstacles when integrating digital tools into science teaching in preschools

Affordances and obstacles when integrating digital tools into science teaching in preschools

Collegial Learning and Digital Literacy Education in a Swedish Preschool

Training of Future Teachers for Work with Preschoolers under Martial Law in Ukraine

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