This study investigates how preschool teachers work with digitization in preschool, with a focus on motion pictures. I use three research questions, based on previous research linked to digitization in preschool, knowledge of educators, attitudes towards digitization and digital literacy: what attitude do preschool teachers have towards digitization and motion pictures? What competence do preschool teachers have for digitization and motion pictures? How do preschool teachers work with digital tools, with a focus on motion pictures? I use implementation theory (implementeringsteorin), and as a framework for collecting, reporting and analyzing the empirical data I use a distinction between to understand, to be able to use and to will. The survey is based on four qualitative and semi-structured interviews with four preschool teachers from municipal preschools in the city of Stockholm. The results show that preschool teachers mainly use the iPad as a digital tool in preschool, both when working with the children and for their own documentation and reflection of the work. Preschool teachers believe that they have sufficient knowledge of digital tools, but that they would like to learn more about how they can use them in preschool activities. They also want a bigger explanation for why they should use digital tools in preschool. Finally, this study shows that preschool teachers’ own attitudes to digitization have a great influence on whether they choose to use digital tools in preschool or not.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-46046 |
| Date | January 2021 |
| Creators | Asp, Anna |
| Publisher | Södertörns högskola, Lärarutbildningen |
| 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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