Children's Interactions with Technology in Teachers' Self-Reported Activities in Sweden's Preschools

Autor/inn/en	Nilsson, Tor; Gustafsson, Peter; Sundqvist, Pernilla
Titel	Children's Interactions with Technology in Teachers' Self-Reported Activities in Sweden's Preschools
Quelle	In: International Journal of Technology and Design Education, 32 (2022) 1, S.129-147 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nilsson, Tor) ORCID (Gustafsson, Peter) ORCID (Sundqvist, Pernilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-020-09613-x
Schlagwörter	Technology Uses in Education; Interaction; Measurement Techniques; Preservice Teachers; Foreign Countries; Preschool Children; Technology Integration; Sweden + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktion; Messtechnik; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schweden
Abstract	This study investigates preschool children's interactions with technology in a Swedish context. The purpose is to broaden our knowledge about children, technology and preschool activities--not only the meanings of technology that is present in everyday preschool activities, but also how children interact with it. Collier-Reed's (Pupils' experiences of technology: exploring dimensions of technological literacy, PhD thesis, University of Cape Town, Cape Town, 2006) category system has been used to analyse data generated in two research circles. The participating preschool teachers were asked to present teacher- and children-initiated activities from their daily practices. 54 cases were identified, of which 40 included children's interactions with technology according to the definitions provided by Collier-Reed. Mapping the results in a matrix representation based on Collier-Reed's two sets of categorisation systems shows two clusters. The first mainly includes teacher-initiated activities, in which children were instructed how to use different artefacts. The second also includes children-initiated activities requiring more engagement as part of Collier-Reed's notion of the core. Also, labelling was added to the category system in order to adapt it to the Swedish preschool setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01