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Surveying preschool teachers’ use of digital tablets: general and technology education related findings

International journal of technology and design education, 2019-09, Vol.29 (4), p.717-737 [Peer Reviewed Journal]

The Author(s) 2018 ;International Journal of Technology and Design Education is a copyright of Springer, (2018). All Rights Reserved. © 2018. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 0957-7572 ;ISSN: 1573-1804 ;EISSN: 1573-1804 ;DOI: 10.1007/s10798-018-9469-9

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Title:
Surveying preschool teachers’ use of digital tablets: general and technology education related findings
Author: Otterborn, Anna ; Schönborn, Konrad ; Hultén, Magnus
Subjects: Children ; Computer Assisted Instruction ; Curricula ; Curriculum Development ; Design ; Digital tablets Swedish preschool Technology education iPads ; Digital technology ; Digitization ; Education ; Educational Change ; Educational Technology ; Foreign Countries ; General Education ; Guidelines ; Handheld Devices ; Learning ; Learning Activities ; Learning and Instruction ; Online Surveys ; Portable computers ; Preschool children ; Preschool Curriculum ; Preschool education ; Preschool Teachers ; Problem Solving ; Programming ; Science Education ; Skills ; Surveying ; Tablets ; Teachers ; Teaching Methods ; Technology Education ; Technology Integration ; Technology Uses in Education
Is Part Of: International journal of technology and design education, 2019-09, Vol.29 (4), p.717-737
Description: 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 technology and science in Sweden, and there is an urgent need to ascertain the role of digital aids as teaching tools. This survey study seeks to determine how digital tablets are used to support preschool children’s learning in general, and with respect to technology education. Preschool educators (n = 327) across Sweden responded to an online survey consisting of 20 closed and 6 open items that probed the use of digital tablets. Survey results revealed a high degree of engagement with digital tablets in preschools, with activities directed toward various subject-related, social and generic skills. Programming, invention, construction and creation, problem-solving, and design emerged saliently as tablet activities in technology subject areas. Opportunities for providing meaningful learning tasks and digital adaptability were seen as pedagogical benefits of using tablets, but increasing expectations to integrate tablet activities with an accompanying lack of digital skills were expressed as limitations. Teachers’ recommendations for future tablet use included defining clearer curriculum guidelines for tablet implementation and adequate training for acquiring digital competence.
Publisher: Dordrecht: Springer Netherlands
Language: English
Identifier: ISSN: 0957-7572
ISSN: 1573-1804
EISSN: 1573-1804
DOI: 10.1007/s10798-018-9469-9
Source: Education Resources Information Center (ERIC)
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Springer Nature OA/Free Journals
ProQuest Central

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Surveying preschool teachers’ use of digital tablets: general and technology education related findings

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