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Challenges of teaching technology in the preschool
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (MNT)ORCID iD: 0000-0003-4559-3500
2017 (English)In: Technology: An holistic approach to education / [ed] P John Williams, University of Waikato, New Zealand, 2017, 315-324 p.Conference 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. 315-324 p.
Keyword [en]
technology education, early childhood education, preschool, preschool staff, challenges
National Category
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-37168ISBN: 978-0-9951039-0-0 (electronic)OAI: oai:DiVA.org:mdh-37168DiVA: diva2:1153874
Conference
TENZ – ICTE Conference
Available from: 2017-10-31 Created: 2017-10-31 Last updated: 2017-10-31

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https://tenzcon.org/2017-conference/

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf