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Nilsson, T., Sundqvist, P. & Gustafsson, P. (2019). Kompetens för teknik i förskola. In: Karin Stolpe, Gunnar Höst och Andreas Larsson (Ed.), Forum för forskningsbaserad NT-undervisning: . Paper presented at Forum för forskningsbaserad NT-undervisning. Linköping
Open this publication in new window or tab >>Kompetens för teknik i förskola
2019 (Swedish)In: Forum för forskningsbaserad NT-undervisning / [ed] Karin Stolpe, Gunnar Höst och Andreas Larsson, Linköping, 2019Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Linköping: , 2019
National Category
Educational Sciences Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-42982 (URN)978-91-7685-044-2 (ISBN)
Conference
Forum för forskningsbaserad NT-undervisning
Available from: 2019-09-09 Created: 2019-09-09 Last updated: 2019-09-11Bibliographically approved
Sundqvist, P., Nilsson, T. & Gustafsson, P. (2018). Finns det ett glapp i förskolans praktik när det kommer till teknik?. In: : . Paper presented at Nationell Ämnesdidaktisk konferens NÄD2018.
Open this publication in new window or tab >>Finns det ett glapp i förskolans praktik när det kommer till teknik?
2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Tidigare forskning indikerar att förskolepedagogers beskrivning av teknik som område generellt inte återfinns i förskolans arbete. Här undersöks om ett sådant glapp kan påvisas. Studien har bedrivits som forskningscirklar med 19 förskolepedagoger. Utgångspunkten var en enkät vars resultat beskriver teknik i fem kategorier. Därefter har pedagogerna dokumenterat exempel med tekniklärande för barnen och angett vilken av teknikkategorierna som bäst beskriver tekniken i händelsen. I enkäten dominerade kategorierna att ”teknik är lösning på att problem” och ”processen i vilken artefakter utvecklas”. I exemplen finns omvänt aktiviteter som knyter an till att identifiera artefakter och att använda teknikord och artefakter. Skillnaden mellan pedagogernas beskrivning av teknik och praktiken ger de själva en relevant förklaring till.

National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-39304 (URN)
Conference
Nationell Ämnesdidaktisk konferens NÄD2018
Available from: 2018-05-24 Created: 2018-05-24 Last updated: 2018-05-30Bibliographically approved
Sundqvist, P., Nilsson, T. & Gustafsson, P. (2018). Is There a Gap to Mind in Preschool Practice When it Comes to Technology?. In: Anna Jobér, Maria Andrée and Malin Ideland (Ed.), XVIII IOSTE symposium.: Future Educational Challenges from Science and Technology Perspectives.. Paper presented at IOSTE 2018 (pp. 303-310). Malmö
Open this publication in new window or tab >>Is There a Gap to Mind in Preschool Practice When it Comes to Technology?
2018 (English)In: XVIII IOSTE symposium.: Future Educational Challenges from Science and Technology Perspectives. / [ed] Anna Jobér, Maria Andrée and Malin Ideland, Malmö, 2018, p. 303-310Conference paper, Published paper (Refereed)
Abstract [en]

Research has indicated that there may be a gap between preschool teachers’ general descriptions of technology and thetechnology content in their actual preschool practices. This study investigates this further and, if a gap is found, looks forpossible reasons for it. The study was conducted in the form of research circles in two Swedish municipalities with 19technology-minded preschool teachers. A mixed research design was used. The starting point for mapping the preschoolteachers’ descriptions of technology was an established questionnaire that placed technology into five categories. Followingthis, the teachers independently documented events at their preschools that they assessed as technology activities. The findingswere that the most commonly chosen category in the questionnaire was technology as a solution to a problem. However, intheir everyday examples the dominant activities related to the children’s attempts to use the artefacts. The preschool teacherssaid that the children had to be introduced to the artefacts, their names and functions, before moving on to more advancedlevels describing technology. There is thus a distinction between the preschool teachers’ descriptions of technology and theireveryday practices, where they themselves provide relevant explanations for the gap.

Place, publisher, year, edition, pages
Malmö: , 2018
Keywords
preschool, research circle, technology
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-42347 (URN)10.24834/978-91-7104-971-1 (DOI)978-91-7104-971-1 (ISBN)
Conference
IOSTE 2018
Available from: 2019-01-18 Created: 2019-01-18 Last updated: 2019-06-03Bibliographically approved
Sundqvist, P. & Nilsson, T. (2018). Technology education in preschool: Providing opportunities for children to use artifacts and to create. International journal of technology and design education, 28(1), 29-51
Open this publication in new window or tab >>Technology education in preschool: Providing opportunities for children to use artifacts and to create
2018 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 28, no 1, p. 29-51Article in journal (Refereed) Published
Abstract [en]

In recent years, technology has been emphasized as an important area in earlychildhood curricula; however, in many countries preschool does not have the tradition ofteaching specific subjects, and research shows that many preschool staff members areunsure about what teaching technology should include and how it should be taught.Therefore, with the ambition of outlining recommendations for both preschool practice andthe preschool-teacher program, we investigated what elements staff members include ineducating preschool children in technology. We investigated the research question What dopreschool staff members include as elements of technology education in preschool?through open-ended items on a questionnaire completed by 102 preschool teachers anddaycare attendants in Sweden. The answers were analyzed inductively, resulting in a set ofseven categories: Artifacts and systems in children’s environments, Create, Problemsolving, The concept of technology, Experiments, Techniques/Motor skills, and Naturalscience. Some key results emerged. First, artifacts have a central place in preschooltechnology education, and at least three verbs relate to how these artifacts are addressed:use, create, and understand. Second, the content of technology education in governmentregulatory documents is described to varying extents by the participants, and sometimesnot at all. Third, expected elements like play and the important role of the staff are notexpressed in the answers. Possible explanations and implications for the results arediscussed.

Keywords
Technology education Preschool; Early childhood education; Preschool teacher; Preschool staff; Conventional content analysis
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-31423 (URN)10.1007/s10798-016-9375-y (DOI)000425323800002 ()2-s2.0-84978829410 (Scopus ID)
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2018-11-05Bibliographically approved
Sundqvist, P. (2017). Challenges of teaching technology in the preschool. In: P John Williams (Ed.), Technology: An holistic approach to education: . Paper presented at TENZ – ICTE Conference (pp. 315-324). University of Waikato, New Zealand
Open this publication in new window or tab >>Challenges of teaching technology in the preschool
2017 (English)In: Technology: An holistic approach to education / [ed] P John Williams, University of Waikato, New Zealand, 2017, p. 315-324Conference paper, Published paper (Refereed)
Abstract [en]

In many countries over the last decade early childhood education (ECE) has leaned towards a more learning-oriented pedagogy. This is also the case in the Swedish preschool. Preschool staff in Sweden are now commissioned to teach specific subjects, including technology. Previous research has shown that collectively, preschool staff have a broad and diverse view of what technology education is or should be. At the same time, other studies show that what is actually taught appears to be much less. Thus, something seems to be preventing educators from providing the technology education they regard as essential. The research question is: What challenges exist for the teaching and learning of technology in the Swedish preschool? The statements made by seven preschool staff are used to illustrate these challenges. The statements are analysed using a qualitative content analysis, which results in a set of categories. One of the challenges to the teaching of technology is educators’ lack competence in the subject. This obstacle includes a view of technology as a means for learning rather than the object of learning. Another obstacle is a traditional view of the preschool and learning, namely that children should explore things on their own and that it is more important to follow their interests than the pedagogical plan. In order for teaching to happen in preschool the commission of the preschool along with its inclusion of subject teaching must be clear to all preschool staff. In order for teaching to happen in accordance with the curriculum in-service and pre-service training that focus on how subject teaching that allows children’s participation and influence is performed need to be provided. And finally, in order for technology teaching to happen all preschool staff need adequate training in technology. In-service training for a few is not enough.

Place, publisher, year, edition, pages
University of Waikato, New Zealand: , 2017
Keywords
technology education, early childhood education, preschool, preschool staff, challenges
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-37168 (URN)978-0-9951039-0-0 (ISBN)
Conference
TENZ – ICTE Conference
Available from: 2017-10-31 Created: 2017-10-31 Last updated: 2019-03-07Bibliographically approved
Nilsson, T., Sundqvist, P. & Gustafsson, P. (2016). A Pilot Study of the Technological Literacy among Primary School Teachers in Sweden. In: PATT32: Technology Education for 21st Century skills. Paper presented at PATT - Pupils' Attitude Toward Technology. Utrecht
Open this publication in new window or tab >>A Pilot Study of the Technological Literacy among Primary School Teachers in Sweden
2016 (English)In: PATT32: Technology Education for 21st Century skills, Utrecht, 2016Conference paper, Published paper (Refereed)
Abstract [en]

A pilot study focused on technological literacy and the nature of technology was undertakenamong 30 Swedish primary school teachers. This research utilised a study-specificquestionnaire based on previous findings and was comprised of 62 items answered by theteachers using a Likert-type scale. The answers were analysed statistically to determineinternal consistency and for further development of the questionnaire. In addition, a group of 6teachers gave their views on why some of the items deviated. The results indicate that, in total,at least 7 of the 14 categories need further development, especially the 5 newly designedcategories covering the critical aspects of technological literacy for which no descriptivecategories were found in previous research. Factor analyses were also performed to exploredata and look for indications of how these teachers’ views of technology can be described.One 3-factor solution covered 2 dimensions (how technology is conceived and interaction withartefacts) as well as one 4-factor solution covering both of these dimensions and backgroundvariables. Although the sample size limits our conclusions, it is evident that some backgroundvariables explain more of the variation than would be possible if the sample had been larger.Even so, the analyses provide valuable input for the development of our ongoing researchproject.

Place, publisher, year, edition, pages
Utrecht: , 2016
Keywords
technological literacy, primary school, questionnaire study
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-32906 (URN)
Conference
PATT - Pupils' Attitude Toward Technology
Available from: 2016-08-24 Created: 2016-08-24 Last updated: 2018-03-05Bibliographically approved
Sundqvist, P. (2016). Teknik i förskolan är inte något nytt, men idag är vi mera medvetna om vad vi kallar teknik: Personalens beskrivningar av teknik som innehållsområde i förskolan. (Licentiate dissertation). Västerås: Mälardalen University
Open this publication in new window or tab >>Teknik i förskolan är inte något nytt, men idag är vi mera medvetna om vad vi kallar teknik: Personalens beskrivningar av teknik som innehållsområde i förskolan
2016 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

This study investigates what preschool staff include in the technology subject in preschool education, what content they view as relevant and how the teaching of this content can be organized. This is motivated by the fact that technology as subject have not been clearly defined, leaving the teachers insecure and unconfident about what to teach and how to teach it. In addition, preschool do not have a tradition of addressing teaching and learning the way they are now obliged to do according to the curriculum and many studies have shown subject teaching to be a challenge in preschool. Thus, the preschool staff’s challenge is twofold regarding the teaching of technology.

The aim is addressed by a mixed methods design, starting with questionnaires and followed by interviews with preschool staff (daycare attendants and preschool teachers). The questionnaire was completed by 102 preschool staff members and interviews were held with seven of these participants.

A key results is that technology in preschool involves building and creating. Emphasized is that children should be offered much and varied materials and that it should be available in the environment and inspire creative activities. Another key result is that every-day use of artifacts is viewed as part of technology education. Children should learn to handle artifacts by using them, e.g. pulling up the zipper to close the jacket or cut with scissors. These are activities preschool have always engaged children in, which the staff now name technology. However, there are variations in the result and there are preschool staff members who express a more conscious teaching where children are able to learn about things like the purpose of technology, what parts an object consist of and how these parts are connected, and about technological systems, e.g. how the water get from the lake to the tap and how it is purified on the way. But there are also examples where technology activities are used as a means for working towards the striving goals of other areas, such as math, science and social behavior.

Implications are that preschool staff need to develop their teaching in order to work in accordance with the curriculum. A relevant first step is to strengthen their content competence in technology, but also, they need tools for how to teach subject matter like technology in a practice characterized by children’s own choice and influence.

Place, publisher, year, edition, pages
Västerås: Mälardalen University, 2016
Series
Mälardalen University Press Licentiate Theses, ISSN 1651-9256 ; 233
Series
Mälardalen Studies in Educational Sciences ; 24
Keywords
technology, technology education, preschool, preschool staff, early childhood education, teknik, teknikundervisning, förskola, förskolepersonal
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-31383 (URN)978-91-7485-259-2 (ISBN)
Presentation
2016-05-27, Lambda, Mälardalens högskola, Västerås, 09:15 (Swedish)
Opponent
Supervisors
Available from: 2016-04-07 Created: 2016-04-06 Last updated: 2019-03-07Bibliographically approved
Sundqvist, P., Nilsson, T. & Gustafsson, P. (2015). Svensk förskolepersonals beskrivningar av teknik. Paper presented at NFSUN – Nordic Research Symposium on Science Education, Helsinki, Finland, June 4-6, 2014. LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö, 3(2), 237-257
Open this publication in new window or tab >>Svensk förskolepersonals beskrivningar av teknik
2015 (Swedish)In: LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö, ISSN 2323-7104, E-ISSN 2323-7112, Vol. 3, no 2, p. 237-257Article in journal (Refereed) Published
Abstract [en]

With regards to previous research results on how the teacher’s/preschool teacher’s understanding of a subject effects children’s learning and apprehending of the subject combined with the difficulties for the technology subject to take place in preschool this study aims at investigating how preschool staff (including preschool teachers and day care attendants) describe technology. A qualitatively designed questionnaire was sent out to 139 preschool teachers and day care attendants in a Swedish municipality, whereof 102 answered. The open question about what technology is thought to be was analyzed using a conventional content analysis resulting in nine categories, of which six interrelated hierarchically and one contained answers witch could not be categorized. Thus the result shows eight different ways in which technology is described, from a simple and naive description to a more complex description that implicates a deeper understanding of technology. A majority describes technology according to the latter. The result also shows that it is mainly the preschool teachers who describe technology in a more complex way. Many of the respondents have trouble separating technology from science, and quite a few describes technology as technique, which is another meaning for the word in the Swedish language.

Place, publisher, year, edition, pages
LUMA Centre Finland: , 2015
Keywords
preschool, preschool staff, technology, conventional content analysis, förskola, förskolepersonal, teknik, konventionell innehållsanalys
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-28556 (URN)
Conference
NFSUN – Nordic Research Symposium on Science Education, Helsinki, Finland, June 4-6, 2014
Available from: 2015-07-02 Created: 2015-07-02 Last updated: 2017-12-04Bibliographically approved
Sundqvist, P., Nilsson, T. & Gustafsson, P. (2015). The Purpose of Technology Education in Preschool: Swedish Preschool Staff’s Descriptions. In: Marjolaine Chatoney (Ed.), Plurality and Complementarity of Approaches in Design and Technology Education: PATT29 conference proceedings. Paper presented at Conference PATT 29: Plurality and complementarity of approaches in design and technology education, 7-10 april 2015, Palais du Pharo, Marseille, France (pp. 390-396). Marseille: École supérieure du professorat et de l’éducation, Aix-Marseille Université
Open this publication in new window or tab >>The Purpose of Technology Education in Preschool: Swedish Preschool Staff’s Descriptions
2015 (English)In: Plurality and Complementarity of Approaches in Design and Technology Education: PATT29 conference proceedings / [ed] Marjolaine Chatoney, Marseille: École supérieure du professorat et de l’éducation, Aix-Marseille Université , 2015, p. 390-396Conference paper, Published paper (Refereed)
Abstract [en]

In 2010 technology became emphasized as a subject in the revised curriculum for the Swedish preschool. Two yearslater 42 preschools were scrutinized by the Swedish Schools Inspectorate. The resulting report revealed that thepreschool staff lacked knowledge about technology in general and felt insecure regarding the subject’s application inthe preschool practice. There is relatively little research on the area, but even so some studies have shown the sametendency. To increase the knowledge of the existing situation in the preschool the aim of this study was to investigatehow preschool staff describe the purpose of technology education in preschool. Data was collected through an openendedquestionnaire. A stratified sample of 10 % of all the preschools in the investigated municipality resulted in thequestionnaire being sent out to 139 preschool teachers and day care attendants. The return rate was 73 %. The datawas analyzed using a conventional content analysis to create categories from data. Five categories were formed todescribe the preschool staff’s descriptions of the purpose of technology education: 1) to develop children’s interestin technology, 2) to make children aware of the technology around them and through that making the technologyavailable for them, 3) to give children an awareness about how technology works, 4) for children to develop abilitiesand knowledge to be able to create, invent and solve problems using technology, 5) to prepare children for futurelearning. All together these categories cover all aims but one for sustainable development stated in the steeringdocuments for the preschool and it seems that these respondents have a more developed understanding oftechnology in preschool than the ones the Swedish Schools Inspectorate reported in 2012.

Abstract [fr]

L’année 2010, la technologie s’est accentuée comme l’objet d’un programme d’enseignement révisé pour l’école maternelle en Suède. Deux ans plus tard, 42 écoles maternelles ont été inspectées par la Direction Nationale Suédoise des Etablissements Scolaires. Leur rapport a révélé que les effectifs des écoles maternelles manquaient la connaissance des technologies en général et se sentaient incertains par rapport à l’implication de l’objet au sein des activités des écoles maternelles. Le domaine ne dispose pas de beaucoup de données, mais même quelques enquêtes ont montré les mêmes tendances que les inspections. Pour améliorer la connaissance de la situation existante dans les écoles maternelles, le but de l’enquête était d’investiguer comment les effectifs décrivent le but d’enseignement des technologies dans les écoles maternelles. Des donnes étaient collectées par une enquête à questions ouvertes. Un échantillon stratifié comprenant 10 % de toutes les écoles maternelles inspectées dans cette municipalité a amené à l’expédition de l’enquête vers 139 institutrices d’écoles maternelles et assistantes maternelles. Le taux de réponse s’élevait à 73 %. La question ouverte utilisée dans cette enquête a été analysée à l’aide d’une analyse de contenu conventionnelle pour créer des catégories sur base des données. Cinq catégories ont été créées pour décrire les descriptions des effectifs concernant le but d’enseignement des technologies : 1) pour développer l’intérêt de l’enfant pour la technologie, 2) pour rendre les enfants conscients de la technologie dans leur environnement et par rendre cette technologie accessible à eux, 3) pour donner les enfants une conscience sur comment la technologie fonctionne, des connaissances concernant la technologie, 4) pour que les enfants puissent développer des compétences et connaissances pour être capable de créer, inventer et résoudre des problèmes à l’aide de technologie, des connaissance dans la technologie, 5) pour préparer les enfants aux études futures. En somme, ces catégories couvrent quasiment les buts mentionnés dans les documents dirigeants pour les écoles maternelles et il semble que les pensées des répondants concernant la technologie dans les écoles maternelles sont plus élaborées que celles rapportées par la Direction Nationale Suédoise des Etablissements Scolaires en 2012.

Place, publisher, year, edition, pages
Marseille: École supérieure du professorat et de l’éducation, Aix-Marseille Université, 2015
Keywords
technology education, preschool, preschool staff, early childhood
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-28316 (URN)978-2-85399-994-6 (ISBN)
Conference
Conference PATT 29: Plurality and complementarity of approaches in design and technology education, 7-10 april 2015, Palais du Pharo, Marseille, France
Available from: 2015-06-15 Created: 2015-06-15 Last updated: 2016-04-14Bibliographically approved
Sundqvist, P.Technology teaching in preschool: A glimpse from the practice.
Open this publication in new window or tab >>Technology teaching in preschool: A glimpse from the practice
(English)Manuscript (preprint) (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-31424 (URN)
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2016-04-14Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4559-3500

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