Implementing Digital Tablet Activities in Swedish Preschool Education

Otterborn, Anna; Schönborn, Konrad J.

doi:10.1007/978-981-16-7885-1_16

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…They also thought about the different students in their classrooms and how they envision using the haptic feedback technology differently to best support individual learning, a core tenet of developmentally appropriate practice (Copple and Bredekamp, 2009) and basis of TPACK. These findings are in line with Otterborn and Schönborn (2022) who describe the use of tablets in Finnish preschool classrooms as opportunities for rich, meaningful, and impactful activities. Although this study is not the first to use TPACK as a method of analysis, it does support previous research that considers TPACK in light of particular technological devices (Blackwell et al, 2016;Lauricella and Jacobson, 2022).…”

Section: Discussionsupporting

confidence: 89%

Preschool teachers’ perspectives on (haptic) technology in the classroom

et al. 2022

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One particularly exciting platform with the potential to teach science, technology, engineering, and math (STEM) in early childhood classrooms is the tablet. However, one challenge in using these devices for STEM learning is that traditional tablets lack important sensory information. The emerging technology of haptic (or tactile) feedback touch-screen displays might reduce this barrier. In order to better understand pre-school teachers’ attitudes toward haptic feedback technology for teaching STEM concepts, we conducted three focus groups. From the focus group data, researchers identified themes around current classroom practices with technology for STEM learning, teachers’ reactions to the haptic feedback tablet, and their impression of the implications of its use in early childhood education. These themes provide insight on teachers’ attitudes and could influence the design of future STEM apps created for haptic feedback tablets.

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Section: Discussionsupporting

confidence: 89%

Preschool teachers’ perspectives on (haptic) technology in the classroom

et al. 2022

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The views of preschool teachers on the contribution of ICT in Environmental Education

Blavaki

2024

Adv. Mobile Learn. Educ. Res.

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Information and Communication Technologies (ICT) are forms of technology that enhance young children's learning and experiences. When teachers successfully integrate them as targeted tools using computers, tablets, videos, interactive whiteboards, digital games, etc., the quality of teaching and learning can be improved by providing students with an engaging and successful experience. At the same time, environmental conditions worldwide continue to deteriorate at an alarming rate due to a complex web of socio-ecological challenges such as climate change, air pollution, loss of biodiversity, etc. In order to drive transformative changes in human behaviour, it is essential to educate and inform individuals from an early age, starting with kindergarten students. Incorporating new technologies into environmental education and other subjects can spark students' interest and facilitate more effective information dissemination and learning. This study investigated the views of 105 preschool teachers on the contribution of ICT to Environmental Education. The research tool used was a questionnaire distributed to teachers via Google Forms. The research questions pertain to teachers' knowledge and opinions about ICT and EE, as well as the frequency of ICT use and media during teaching interventions. Furthermore, the factors that influence the smooth integration of ICTs into EE teaching and the results that this integration brings were investigated. The research showed that the contribution of ICT in EE positively affected the students. Those that stood out were the active participation, the increased interest, the development of teamwork and the mobilisation of the weak students. However, although the teachers pointed out some difficulties in using ICT in their teaching, such as the deficiency of material and technical infrastructure and the lack of time, they also pointed out how significant and influential the contribution of ICT in teaching Environmental Education is.

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Features of the use of gaming technologies in pre-school education institutions

Глазунова

2024

Management of Education

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В статье исследуются особенности применения игровых технологий в повседневной образовательной практике дошкольных учреждений. Автором предпринята попытка обобщить имеющийся в настоящее время опыт использования различных форм игрового взаимодействия между педагогами и воспитанниками в целях максимизации эффективности образовательного процесса. Во вводной части уделено внимание теоретическим основам роли игры в развитии ребенка раннего возраста и становлении его личности. Приводятся данные о спектре игровых методик, которые целесообразно включать в повседневную работу с детьми дошкольного возраста. В разделе о материалах и методах исследования описаны конкретные примеры использования игровых элементов по разным направлениям в восьми московских детских садах численностью более 250 человек каждый. В результативной части проведен сравнительный анализ эффективности различных подходов к организации игрового процесса, основанный на педагогическом наблюдении и тестировании. Сделан вывод о высокой степени влияния качественно построенных игровых занятий на развитие познавательных, коммуникативных и личностных качеств воспитанников. The article examines the features of the use of gaming technologies in the daily educational practice of preschool institutions. The author attempts to summarize the currently available experience of using various forms of game interaction between teachers and students in order to maximize the effectiveness of the educational process. In the introductory part, attention is paid to the theoretical foundations of the role of play in the development of an early child and the formation of his personality. The data on the range of game techniques that it is advisable to include in daily work with preschool children are presented. The section on materials and research methods describes specific examples of the use of game elements in various directions in eight Moscow kindergartens with more than 250 people each. In the effective part, a comparative analysis of the effectiveness of various approaches to the organization of the gameplay, based on pedagogical observation and testing, is carried out. The conclusion is made about the high degree of influence of qualitatively constructed play activities on the development of cognitive, communicative and personal qualities of pupils.

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Implementing Digital Tablet Activities in Swedish Preschool Education

Cited by 3 publications

References 26 publications

Preschool teachers’ perspectives on (haptic) technology in the classroom

Preschool teachers’ perspectives on (haptic) technology in the classroom

The views of preschool teachers on the contribution of ICT in Environmental Education

Features of the use of gaming technologies in pre-school education institutions

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