Hur tänkte du nu? Digitala verktyg och kollegiala lärprocesser i förskolan

Forsling, Karin

doi:10.5324/barn.v38i2.3706

Cited by 4 publications

(13 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This focus draws attention to the fact that communication and learning take place through more forms of expression than before and that all these forms of expression can be seen as meaningful (Jewitt, 2012;Åkerfeldt, 2013). A multimodal perspective on literacy has its origins in questions about how new communicative conditions in a digitalized environment affect the conditions for knowledge and learning (Forsling, 2017(Forsling, , 2020. In school and preschool, these questions indicate a need for increased digital competence.…”

Section: Multimodal Literacymentioning

confidence: 99%

“…Educators who were not accustomed to using or motivated to use digital tools did not encourage the children to use them. The children's opportunities for knowledge and development of digital competence in relation to digital devices as meaning-making tools were thus limited (Elm Fristorp, 2012;Forsling, 2020;Letnes, 2017). When an interactive learning environment becomes meaningful in children's eyes, opportunities for creativity and learning are opened and the children become competent agents in the context and in their own social and cultural environment (Kjällander, 2011).…”

Section: Digital Competencementioning

confidence: 99%

“…Agency is, according to Mäkitalo (2016), the very essence of a socio-cultural perspective on learning. This agency encompasses the opportunity to intervene in and change the content of ongoing activity, whether the pupil or the teacher designs the activity (Forsling, 2017(Forsling, , 2020.…”

Section: Children's Agency In Preschoolmentioning

confidence: 99%

“…Digital technology is constantly evolving and changing and it is necessary that the educator is constantly updated (Forsling, 2020;Letnes, 2017;Nilsen, 2018). The preschool teacher's digital competence is closely related to the preschool's concrete work with the children's digital activities.…”

Section: Educators Interacting With Children and Digital Toolsmentioning

confidence: 99%

“…The integration of digital technology must be rooted in concrete and situated forms of practice in close interaction with reflection of the other educational work that takes place at preschool. It is through this type of in-depth, flexible, pragmatic, and nuanced use of technology in preschool practice that a foundation can be established for the effective application and development of the educator's professional digital skills (Forsling, 2020, Letnes, 2017, Nilsen, 2018. Nilsen (2018) examines in her doctoral dissertation how teachers and children in preschool interact with digital tools.…”

Section: Educators Interacting With Children and Digital Toolsmentioning

confidence: 99%

See 4 more Smart Citations

Children's Cultural Backpack and Preschool Education

Forsling

2021

Advances in Early Childhood and K-12 Education

Self Cite

View full text Add to dashboard Cite

This chapter centres on how children's informal acquisition of textual knowledge is used or not used when children and teachers interact in formal literacy situations involving digital tools in preschool. When an interactive learning environment becomes meaningful in the eyes of children, there is potential for creativity and learning and children become competent agents in their own context and cultural environment. The empirical starting point for the chapter is qualitative observations made for a research project at a Swedish preschool. The study was organised as design-based research. The study displayed an interesting dimension of interaction in which the child had or assumed agency in dialogue with an adult. This involved occasions when the teacher was responsive to understanding the child's cultural backpack. The study is based on didactic design theories. The perspective adds to the understanding of learning in relation to human sign-creating activities.

show abstract

Section: Multimodal Literacymentioning

confidence: 99%

Section: Digital Competencementioning

confidence: 99%

Section: Children's Agency In Preschoolmentioning

confidence: 99%

Section: Educators Interacting With Children and Digital Toolsmentioning

confidence: 99%

Section: Educators Interacting With Children and Digital Toolsmentioning

confidence: 99%

See 3 more Smart Citations

Children's Cultural Backpack and Preschool Education

Forsling

2021

Advances in Early Childhood and K-12 Education

Self Cite

View full text Add to dashboard Cite

show abstract

Förskolans undervisning i möte med barns informellt erövrade texterfarenheter

Forsling

2021

educare

View full text Add to dashboard Cite

Abstract This article focuses on how children’s informal acquisition of textual knowledge is used, or not used, in formal literacy situations involving digital tools in preschool education. Research questions were related to the interaction between children’s perspective and pedagogues’ understanding of knowledge and teaching. The study draws on didactic design theories focusing on the learning processes embracing children and adults (Selander & Kress, 2010). Central concepts for analysis are agency and flexibility. Firstly, the study examines how the children’s agency manifests in teaching situations. Secondly, it illuminates in what ways the pedagogues’ didactic flexibility becomes visible in the teaching situations. The study adheres to the design-based research paradigm. The pedagogues and the researcher together developed teaching situations involving digital tools. The results revealed the interaction dimension in which children had or assumed agency in dialogue with the pedagogues. This interaction was both context-creating and meaning-creating. However, the analysis also revealed that the children’s cultural backpacks were not used to the extent that could have been achievable in the teaching situations investigated.

show abstract

Differentierad undervisning och integrerade digitala verktyg i förskola och skola: En storskalig studie

Lundqvist

Sandström

Franzén

et al. 2021

View full text Add to dashboard Cite

In Swedish preschool and school classrooms, all children should be offered an education that includes instruction and digital devices. The instruction should be meaningful and interesting for all children, and the digital devices should facilitate teachers’ work and children’s learning. This study concerns differentiated instruction as well as uses and possible benefits gained by digital devices in Swedish preschools and school classrooms. The study is part of a large-scale co-produc-tion project between academy and the surrounding society. Sixty-seven teachers and head-teachers, who value digital devices, participated, and shared their experiences and views on these two matters. A qualitative research approach, including research circles and thematic analyses, was used. The themes prove, for example, the importance of acknowledging children’s interests, joint exploration, provision of parallel support as well as extra challenges, association to children’s previous experi-ences and integration of digital devices of various kind. The result of the study can form a basis for interesting preschool and school discussions. It has relevance for teachers and head-teachers in training, researchers in special education as well as for those who are interested in differentiated instruction and the integration of digital devices.

show abstract

Hur tänkte du nu? Digitala verktyg och kollegiala lärprocesser i förskolan

Cited by 4 publications

References 0 publications

Children's Cultural Backpack and Preschool Education

Children's Cultural Backpack and Preschool Education

Förskolans undervisning i möte med barns informellt erövrade texterfarenheter

Differentierad undervisning och integrerade digitala verktyg i förskola och skola: En storskalig studie

Contact Info

Product

Resources

About