Preschool teachers’ experiences of technical concepts in relation to everyday situations in the preschool.

Authors

  • Maria Svensson Associated professor
  • Jonna Larsson
  • Ann-Marie von Otter
  • Helena Sagar
  • Pia Williams

Keywords:

preschool education, technology teachinng practice, techniques, language development, phenomenography

Abstract

Communicating technical concepts in preschool is of vital importance for developing the quality of the technology teaching practice and the development of the children’s language skills within the content area. The aim of this study is to investigate how preschool teachers discern technology in relation to everyday situations in preschool. The study is part of a larger practice-based research and development project focusing on language development and technology teaching practice in preschool, while simultaneously developing and trying a collaborative model between preschool teachers and researchers. The empirical data for this study was collected using semi-structured interviews with preschool teachers. A phenomenographic approach is used to analyze the data. Focus is directed towards how preschool teachers experiences technical concepts in everyday situations in preschool.  The findings include four qualitatively different ways of experiencing technology; exploring techniques; exploring techniques using artefacts; exploring artefacts as technology and developing constructions using artefacts.

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Published

2023-11-21

How to Cite

SVENSSON, M.; LARSSON, J.; VON OTTER, A.-M.; SAGAR, H.; WILLIAMS, P. Preschool teachers’ experiences of technical concepts in relation to everyday situations in the preschool. Design and Technology Education: An International Journal, [S. l.], v. 28, n. 2, p. 107–121, 2023. Disponível em: https://openjournals.ljmu.ac.uk/DATE/article/view/1786. Acesso em: 15 apr. 2024.