Research project Workplace learning and digital technology in preschool
The Swedish curriculum for preschool education states that preschool should provide opportunities for children to develop adequate digital skills and a critical attitude towards digital technology. This project aims to investigate how workplace learning amongst preschool teachers about digital technology takes place.
The Swedish curriculum for preschool education states that preschool should provide opportunities for children to develop adequate digital skills and a critical attitude towards digital technology. In comparison, the Swedish National Agency for Education reveals that half of the surveyed preschool staff perceive a need for continuing professional development (CPD) to use digital technology in their teaching practices.
There is a lack of research in this area and the main purpose of this project is to investigate how workplace learning about digital technology takes place in preschool and how it develops preschool teachers' pedagogical work.
Project description
In this study, CPD is defined as in-service education intended to develop the educators’ knowledge, skills, and dispositions with the long-term objective to stimulate the improvement of certain learning in preschool children. Survey studies show that CPD about digital technology improves preschool teachers’ digital skills and teaching with digital technology. Specialized ICT pedagogues are appointed and responsible for preschool teachers' CPD (coaching) in some Swedish municipalities. ICT stands for information and communication technology and is a used term in Sweden for digital technology used in pedagogical practices.
However, there is a lack of research on the CPD in Swedish preschools and its effects on preschool teachers’ pedagogical work despite prevailing studies suggesting that the structure and delivery of the CPD are of importance for implementing the new knowledge and skills. At the same time, the Swedish Schools Inspectorate has reported that many preschool teachers, in general, do not find the CPD they receive sufficient to cover their needs and some mention that the CPD is of no use at all. Research also shows that Swedish preschool teachers use different (informal) ways to develop their learning e.g., preschool teachers join online forums for preschool teachers to ask pedagogical questions regarding the use of tablet computers. Thus, there is a need for research about workplace learning regarding digital technology in preschool and how this develops preschool teachers' pedagogical work.
Workplace learning is defined here as the continuous learning that happens in everyday practice, which is both the social and technical aspects of the work. This includes both the informal learning (e.g., preschool teachers' strategies for learning) and formal learning (e.g., professional development) that takes place in the workplace. Therefore, I will examine the preschool teachers' pedagogical practices with digital technology and their interactions with the ICT pedagogues in charge of the professional development.
In summary, this study aims to fill the research gap by investigating how the Swedish preschool teachers’ practices and learning regarding digital technology are organized, portrayed, and developed in the preschool. The study has the potential to be used by preschool teachers, ICT pedagogues, preschool managers, and decision-makers to develop the workplace learning about digital technology.
Project members
Project managers
Marianne Gallardo
PhD student
Members
Eva Svärdemo Åberg, co-supervisor
