This study aims to examine why and how preschool teachers work with digital teaching in Sweden. To understand the purpose of digital teaching in preschool we have studied policy texts with the WPR approach, as well as making a survey consisting of 24 preschool teachers from different parts of the country. The survey was analyzed from the perspective of sociocultural theory to understand preschool teachers’ view on digital teaching and the practical use of digital tools in preschool. Our survey along with previous research shows reluctance to using digital tools in teaching due to lack of digital competence. By comparing the results of the survey with the WPR-analysis we were able to see how policies control educational content in preschool in the context of digitalization and reveal the necessity of studying risks of negative effects on children's health. The result of our study along with previous research shows lack of studies and knowledge regarding the use of digital tools in early childhood. Despite a lack of research, the Swedish government implemented policies to apply digital teaching in preschool.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-55690 |
| Date | January 2022 |
| Creators | Balandyte, Guoda Marija, Zolotova, Inna |
| Publisher | Malmö universitet, Institutionen för barndom, utbildning och samhälle (BUS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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