Digital play as a means to develop children’s literacy and power in the Swedish preschool

Marklund, Leif; Dunkels, Elza

doi:10.1080/09575146.2016.1181608

Cited by 24 publications

(27 citation statements)

References 23 publications

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“…The use of digital tablets in preschool education in Sweden is on the rise (e.g. Fridberg et al 2017;Marklund 2015;Marklund and Dunkels 2016;Nilsen 2014;Palmér 2015;Petersen 2015). Research results are beginning to provide insight into the influence of different tablet-related activities in preschool pedagogical practice, and on prospective benefits and limitations.…”

Section: Digital Tablets In Swedish Preschool Teachingmentioning

confidence: 99%

“…pictorial and textual) display modes that can contribute to both independent and collaborative learning and teaching activities (Petersen 2015). In addition, both Marklund and Dunkels (2016) and Bajovic (2018) have provided fruitful directions for how tablets can be combined with play to enhance children's digital literacy and the learning of specific subject knowledge, while Fridberg et al (2017) have shown how tablet activities can enhance children's reasoning about science concepts such as evaporation.…”

Section: Digital Tablets In Swedish Preschool Teachingmentioning

confidence: 99%

“…The work found that teachers often discussed and raised the need for professional development and training in how to integrate tablets in actual pedagogical practice, and into the classroom environment. Consequently, in terms of recommendations for preschool implementation of tablets identified in the current literature, Marklund and Dunkels (2016) assert that preschool teachers need support in developing ways to reflect on their practice, while Palmér (2015) argues that teachers need to be provided with resources and guidance to design activities that strengthen the potential educational benefits of digital tablets.…”

Section: Digital Tablets In Swedish Preschool Teachingmentioning

confidence: 99%

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Surveying preschool teachers’ use of digital tablets: general and technology education related findings

Otterborn

Schönborn

Hultén

2018

Int J Technol Des Educ

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The availability of digital tablets in preschools has increased significantly in recent years. Literature suggests that these tools can enhance students' literacy and collaborative skills. As society becomes increasingly digitized, preschool curriculum reform also emphasises the subjects of technology and science as priority areas of learning. Teachers' knowledge and experiences are of utmost importance in carrying out this mandate. Few studies have explored the use of digital tablets to teach preschool technology and science in Sweden, and there is an urgent need to ascertain the role of digital aids as teaching tools. This survey study seeks to determine how digital tablets are used to support preschool children's learning in general, and with respect to technology education. Preschool educators (n = 327) across Sweden responded to an online survey consisting of 20 closed and 6 open items that probed the use of digital tablets. Survey results revealed a high degree of engagement with digital tablets in preschools, with activities directed toward various subject-related, social and generic skills. Programming, invention, construction and creation, problem-solving, and design emerged saliently as tablet activities in technology subject areas. Opportunities for providing meaningful learning tasks and digital adaptability were seen as pedagogical benefits of using tablets, but increasing expectations to integrate tablet activities with an accompanying lack of digital skills were expressed as limitations. Teachers' recommendations for future tablet use included defining clearer curriculum guidelines for tablet implementation and adequate training for acquiring digital competence.

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Section: Digital Tablets In Swedish Preschool Teachingmentioning

confidence: 99%

Section: Digital Tablets In Swedish Preschool Teachingmentioning

confidence: 99%

Section: Digital Tablets In Swedish Preschool Teachingmentioning

confidence: 99%

See 1 more Smart Citation

Surveying preschool teachers’ use of digital tablets: general and technology education related findings

Otterborn

Schönborn

Hultén

2018

Int J Technol Des Educ

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“…Plumb and Kautz (2015) note how Sweden is formally recognising the role of IT in preschools, and how the debate concerning IT is less polarised than it previously was. However, Marklund and Dunkels (2016) show how some Swedish preschool teachers, with a dedication towards the pedagogical use of digital play, found that some colleagues do not share the same enthusiasm to engage in professional learning about digital play. Thus, the incentives to learn seem to diverge between these groups of preschool teachers, prompting further investigation of preschool teachers' perceptions.…”

Section: Introductionmentioning

confidence: 89%

“…Sheridan et al (2011) state how preschool teacher competence is continuously being reconstructed along with changes in society and preschool curricula. Marklund and Dunkels (2016) point out the need to recognise digital play in Swedish preschool pedagogy as a means to support children's literacy development, as literacy in digitised societies no longer can be reduced to the traditional abilities to read and write. The educational interest in digital play in Swedish preschools has grown since tablets were introduced on the market (Marsh et al 2016;European Commission 2017), which also becomes visible in the number of preschool teachers who participate in online discussions about tablets (Marklund 2015).…”

Section: Research On the Use Of Digital Playmentioning

confidence: 99%

Swedish preschool teachers’ perceptions about digital play in a workplace-learning context

Marklund

2019

Early Years

Self Cite

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This study investigates preschool teachers' perceptions about the pedagogical use of digital play and, by using the Learning in Working Life framework as a theoretical point of departure, it also investigates how these perceptions are connected to the teachers' professional learning environment. Participants wrote a self-report essay about digital play. Results show that the participants identified opportunities with digital play on a societal, content, workplace practice and socialcultural level of the workplace-learning context. Challenges were identified on a social-cultural, technical-organisational and content level. The conclusion is when introducing digital play into preschools, the challenges include too little time and reluctant parents and colleagues. The opportunities can be summed up as helping to prepare children for the future and enriching their upbringing and learning.

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Arts Education with iPads

Dezuanni¹

2019

The International Encyclopedia of Media Literacy

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This entry focuses on the impact of iPads and similar touchscreen devices on education by suggesting that they have disrupted media literacy and arts education in at least three ways: the iPad is central to an active participation in convergence culture that sees media production and consumption occur across a range of media platforms in everyday life; as a mobile and personal device, the iPad changes the relationship between individuals and screens, for instance by making it easier to create and socially circulate digital materials; and the iPad requires new understandings about young people's cultural experiences and about how to include media literacy experiences in schools most effectively.

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Digital play as a means to develop children’s literacy and power in the Swedish preschool

Cited by 24 publications

References 23 publications

Surveying preschool teachers’ use of digital tablets: general and technology education related findings

Surveying preschool teachers’ use of digital tablets: general and technology education related findings

Swedish preschool teachers’ perceptions about digital play in a workplace-learning context

Arts Education with iPads

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