Swedish preschool teachers’ views on and use of digital technology in preschool education
DOI:
https://doi.org/10.58955/jecer.156170Keywords:
digital technology, preschool, preschool teacher, early educationAbstract
Research on digital technology in early childhood education is limited, especially in relation to pedagogical practices and educators’ perspectives. This study investigates views and experiences of digital technology among Swedish preschool teachers focusing on the following two research questions: 1) What are the preschool teachers' views of digital technology in preschool? 2) How do the preschool teachers use digital technology in preschool? A total of 44 interviews were analysed thematically (RQ1) and using a framework of replacement, amplification and transformation (RQ2). The results show that most of the preschool teachers expressed positive views on the use of digital technology in preschool, but also a need for more knowledge about how to use different digital tools. When the preschool teachers talked about teaching and learning, they mentioned the importance of children being producers who actively create digital content, rather than consumers of ready-made digital software. Further, the teachers often expressed that their view depended on how and with whom digital technology was to be used. The results in this study must be seen in the context of Swedish preschools, where pre-school teachers are well educated and expected to plan and implement high-quality teaching with or without digital technology.
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