2018
DOI: 10.1007/s10798-018-9469-9
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Surveying preschool teachers’ use of digital tablets: general and technology education related findings

Abstract: The availability of digital tablets in preschools has increased significantly in recent years. Literature suggests that these tools can enhance students' literacy and collaborative skills. As society becomes increasingly digitized, preschool curriculum reform also emphasises the subjects of technology and science as priority areas of learning. Teachers' knowledge and experiences are of utmost importance in carrying out this mandate. Few studies have explored the use of digital tablets to teach preschool techno… Show more

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Cited by 83 publications
(61 citation statements)
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“…Opportunities were identified at a workplace practice level, in the way digital play enhanced pedagogy, by supporting language development and mathematical skills, as well as communication in multicultural settings. These results confirm other studies (Otterborn, Schönborn, and Hultén 2018; Swedish National Agency for Education 2018), which have reported on the way that digital play is being used in Swedish preschools. The results also confirm the study of Petersen (2015) in the sense that some participants seemed to utilize digital play to enhance the agency of children with multi-cultural backgrounds.…”
Section: Discussionsupporting
confidence: 92%
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“…Opportunities were identified at a workplace practice level, in the way digital play enhanced pedagogy, by supporting language development and mathematical skills, as well as communication in multicultural settings. These results confirm other studies (Otterborn, Schönborn, and Hultén 2018; Swedish National Agency for Education 2018), which have reported on the way that digital play is being used in Swedish preschools. The results also confirm the study of Petersen (2015) in the sense that some participants seemed to utilize digital play to enhance the agency of children with multi-cultural backgrounds.…”
Section: Discussionsupporting
confidence: 92%
“…In relation to the content, most participants identified challenges in their limited knowledge and in the rapidity of technological development, perhaps because these participants had not received further training, even though the task to figure out how digital technologies are to be used in preschool is a complex one (Dezuanni et al 2015;Lafton 2012). Otterborn, Schönborn, and Hultén (2018) confirm that some preschool teachers need training and, with the National Digitalisation Strategy, further training seems likely to become more accessible to Swedish preschool teachers in the near future (Ministry of Education 2017). The informants claimed to be insecure about how, and how much, digital play could be used in preschool pedagogy, perhaps due to limited examples of what children's digital play looks like, and how it can be manifested in preschools (Lawrence 2018), but also perhaps because preschool teachers currently need to come to terms with a lot of issues in order to regain and maintain their professional competence in times of digitalisation.…”
Section: Social-cultural Technical-organisational and Content Relatementioning
confidence: 96%
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