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Results of the Technological Profile Inventory Questionnaire among Swedish Preschool Staff
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0003-4559-3500
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0002-5823-1472
2022 (English)In: PATT39 On the Edge. Technology, Innovation and Education: Designing a better world through technological litteracy for all / [ed] David Gill,Jim Tuff,Thomas Kennedy,Shawn Pendergast and Sana Jamil, Memorial University of Newfoundland , 2022, p. 164-170Conference paper, Published paper (Refereed)
Abstract [en]

The competence and knowledge of the preschool teacher is the most important factor for how the teaching is organised, and what the children are given opportunities to learn. For teaching technology, technological literacy (TL) constitutes such a competence.   The TPI was created from a phenomenographic study on upper secondary students in South Africa and has thereafter been tested and validated for several groups of students in South Africa. We used the TPI to test the TL of 184 preschool teachers and childcare attendants. To test the validity and reliability of the instrument in this context, we performed an exploratory factor analysis followed by a test of internal consistency using Cronbach alpha. This resulted in five factors/categories, two for conceptions of technology and three for interaction with technology: Technology is conceived of as an artefact or a process, and interaction with technology is through direction, instruction or tinkering. This differs somewhat from the categories presented by Luckay and Collier-Reed. We discuss possible reasons for this.  The technological profile of the preschool staff was then explored for the group by calculating the mean score for each category. Regarding the conceptions of technology, the scores for artefact and process are similar, implying that the preschool staff view technology as both artefacts and a process. For the interaction with technology, the category instruction got the highest score, followed by tinkering, while the score for direction was considerably lower. This shows an unafraid and curious approach to technological objects, which can be considered valuable in the teaching of technology. 

Place, publisher, year, edition, pages
Memorial University of Newfoundland , 2022. p. 164-170
Keywords [en]
Technological literacy, TPI, questionnaire, preschool teacher, preschool staff
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Didactics
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Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-59241ISBN: 978-0-88901-505-0 (print)OAI: oai:DiVA.org:mdh-59241DiVA, id: diva2:1674518
Conference
PATT39: Pupils’ Attitudes Towards Technology 39 Memorial University of Newfoundland, St. John's, Canada, June 21-24, 2022
Available from: 2022-06-22 Created: 2022-06-22 Last updated: 2022-06-22Bibliographically approved

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Sundqvist, PernillaNilsson, Tor

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