Affordances and obstacles when integrating digital tools into science teaching in preschools

Abstract

Background: Although science and technology are viewed as closely related subjects, they are rarely combined in preschools. Purpose: This article investigates preschool teachers' perspectives on integrating digital tools when teaching science, asking how and why they use digital tools, and examining the affordances they experience and obstacles they encounter when incorporating digital tools. Sample: Eighteen Swedish preschool teachers volunteered to participate in the study. Design and method: Data were collected through group interviews and analyzed using a thematic approach, together with the Technological Pedagogical Content Knowledge (TPACK) framework, to obtain a more detailed picture of the teachers' experiences. Results: Most of the participants were positive about using digital tools when teaching children science, and they emphasized the need for training on how to use the tools themselves. The preschool teachers viewed digital tools as good complements to other tools when teaching science and to find information about science facts. Moreover, there were generic reasons for using digital tools, such as to stimulate critical reflections among the children, to document activities and to create stimulating learning environments. However, one group of preschool teachers struggled with integrating digital tools when teaching science. Discussion: Digitalization in preschools and the rest of society is developing. The preschool teachers found possibilities and challenges in using digital tools when teaching children science. Still, future studies are needed to investigate how this will develop. In addition to the results, we found that TPACK served as a useful framework for analyzing and discussing our results. Therefore, we recommend TPACK when analyzing and discussing the use of digital tools in future preschool studies.

Teachers’ Considerations for a Digitalised Learning Context of Preschool Science

“…The child orientation was visible, for instance, in the themes of accessing children's learning, stimulating engagement and learning and approaching the content. The teacher's considerations consisted of thoughts including digital tools in teaching for documenting children's learning, which is in line with Walan and Enochsson (2022). In this child-oriented learning context, the teachers, based on their knowledge of children's learning needs, saw the children as producers when engaging with digital tools.…”

“…According to Fragkiadaki et al (2019), children's perspectives and experiences are essential in conceptualising science. Recent research has shown that digital tools complement other tools of both digital and analogue characters (Walan & Enochsson, 2022). Digital tools can be viewed as a means of teaching to approach scientific content (Johnston, 2019), where technologies next to children's experiences are the critical impetus for children's interest in science content, and digital tools are used for curiosity and reflection (John & Higgins, 2018).…”

“…Digital technologies are used to develop learning about different content and social skills such as cooperation or to enhance confidence, curiosity and reflection (Jack & Higgins, 2019;Otterborn et al, 2019). Regarding preschool science, preschool teachers use digital tools to promote communication about scientific phenomena, search for information about subject content, document children's activities for showing (to others) and stimulate or identify children's learning (Fridberg et al, 2018;Walan & Enochsson, 2022). Digital tools complement other educational tools and create stimulating environments to enhance children's critical reflection and their development of a critical and responsible attitude to technology (Walan & Enochsson, 2022).…”

“…Regarding preschool science, preschool teachers use digital tools to promote communication about scientific phenomena, search for information about subject content, document children's activities for showing (to others) and stimulate or identify children's learning (Fridberg et al, 2018;Walan & Enochsson, 2022). Digital tools complement other educational tools and create stimulating environments to enhance children's critical reflection and their development of a critical and responsible attitude to technology (Walan & Enochsson, 2022). However, Otterborn et al (2023) reveal that the boundaries of multidimensional science teaching are pushed, and, at the same time, important values for the Swedish preschool curriculum are preserved through the use of digital tools.…”

Det bästa av två världar : Förskollärares arbete med digitala och analoga resurser i förskolans STEM-undervisning

“…Flera studier som behandlar digitalisering av undervisning understryker lärarens avgörande betydelse för utbildningens kvalitet i de digitala kontexterna (Bers, 2018a;Fallon, 2013;Marklund, 2020;Neumann & Neumann, 2014;Walan & Enochsson, 2022). Dock har insatser för att stödja lärare att verka i digitaliserade sammanhang i form av adekvat utbildning, tydliga direktiv, tillgång till lämpliga hård-och mjukvaror och teknisk support i hög grad försummats (Kjällander, 2019;Woo & Falloon, 2023).…”