Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan

Technology has played an important role in the Swedish education system, especially after the introduction of the 2010 curriculum. However, pre-school teachers have not been trained in the use of technology in educational contexts until recently. Therefore, this study aims to describe pre-school teachers’ views on and experiences of technology use in their daily work. The research questions are: 1) What perceptions do educators have of technology and technology use in pre-school? 2) What experiences have educators gained from their pedagogical work with technology in pre-school? 3) What opportunities and obstacles do educators think the use of technology in pre-school presents?

Regarding the opportunities that technology provides, pre-school teachers find that as technology permeates all pre-school activities, one of the challenges is to make the technology visible. Regarding obstacles, pre-school teachers are uncertain about what exactly is meant by technology, and they therefore call for opportunities to gain more knowledge about things such as different activities that involve the use of technology and more knowledge about different technology concepts. They would also like to know more about technology training in order to convey technological knowledge to children and make them aware of the technology that surrounds them.  

Pre-schools that had stated an interest in using technology as part of their educational provision were selected from municipalities that had recently invested in technology for use in pre-school. Semi-structured interviews with pre-school teachers were conducted in focus groups. 

Elvstrand, H., Hallström, J. & Hellberg, K. (2018). “Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan”. Nordina, 14(1):37–53.