Preschool children’s Collaborative Science Learning Scaffolded by Tablets

Fridberg, Marie; Thulin, Susanne; Redfors, Andreas

doi:10.1007/s11165-016-9596-9

Cited by 44 publications

(54 citation statements)

References 24 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%

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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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%

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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“…Maths concepts (such as classification, order, units, symmetries, graphics) are used explicitly in all the phases. Similarly for technology, where besides the use of tools to take data, to analyse it and to present results, technology can be utilised to express children's scientific explanation models, for example by means of 'stop-motion' technique (Fridberg et al, 2017).…”

Section: The Didactical Model Proposed In the Botstem Projectmentioning

confidence: 99%

Robotics and Early-years STEM Education: The botSTEM Framework and Activities

Greca

Terceño

Fridberg

et al. 2020

European Journal of STEM Education

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botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in-and pre-service teachers in Childhood and Primary Education and children four-eight years old, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This article presents the outputs from the botSTEM project; the didactical framework underpinning the teaching material, addressing pedagogy and content. It is a gender inclusive pedagogy that makes use of inquiry, engineering design methodology, collaborative work and robotics. The article starts with a presentation of the botSTEM toolkit with assorted teaching practices and finishes with examples of preliminary results from a qualitative analysis of implemented activities during science teaching in preschools. It turns out that despite perceived obstacles that teachers initially expressed, the analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with children as young as four years old.

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“…También a finales del s. XX apareció la idea del "video-based laboratory" para analizar movimientos desde la cinemática (Beichner & Abbott, 1999), un formato que cuenta con una importante tradición en la enseñanza de la Física a través de softwares gratuitos tipo Tracker 8 (Alonso, 2011;Vera Mathias, Rivera Campos, Fuentes, & Romero Maltrana, 2015). En otros casos, las cámaras digitales son usadas para grabar y analizar de todo tipo de fenómenos naturales (Andrade-Lotero, 2014), así como para presentar estos fenómenos a través del slow motion (Koupil & Vícha, 2011) o el time lapse (Fridberg, Thulin, & Redfors, 2017). La recogida de datos experimentales para la indagación escolar, además, se ha abierto a nuevos fenómenos que puedan ocurrir fuera de las paredes de la escuela, mediante laboratorios remotos que reproducen fenómenos físicos sobre los que los estudiantes pueden tomar y analizar datos a tiempo real (Abdulwahed & Nagy, 2011;Lowe, Newcombe, & Stumpers, 2013).…”

Section: Herramientas Digitales Para La Matemática La Ciencia Y La Iunclassified

Educación STEM en y para el mundo digital

López¹,

Lagarón²,

Rodríguez³

2020

Red

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Actualmente existe un amplio abanico de herramientas digitales que se pueden usar en la enseñanza de la ciencia, la tecnología, la ingeniería y la matemática (las denominadas disciplinas STEM) durante la escolaridad primaria y secundaria. A partir de las definiciones propuestas por documentos marco de amplio consenso internacional, se discuten los puntos de encuentro entre la educación STEM y las herramientas digitales, y cómo una adecuada simbiosis entre ambas puede servir tanto para mejorar las competencias científicas, matemáticas y tecnológicas de los estudiantes como para mejorar sus competencias digitales necesarias para el desarrollo personal y profesional en la era digital. Pretendemos aportar una perspectiva al uso de herramientas digitales en el aula que trascienda las modas pasajeras, y que se centre en por qué y en el cómo usar cada una de estas herramientas, y para ello nos centramos en señalar tanto las oportunidades que ofrece la enseñanza digital para el aprendizaje STEM como las oportunidades que ofrece la enseñanza STEM para el aprendizaje digital. Con este conjunto de reflexiones y aportaciones provenientes de la investigación en el ámbito proponemos superar el debate sobre “herramientas digitales sí o no”. Teniendo en cuenta los beneficios de las mismas, en particular para un ámbito con tanta relevancia cultural, social y económica como STEM, lo importante sería dedicar más esfuerzos a clarificar “cómo y para qué” usar estas herramientas en la escuela. Currently there is a wide range of digital tools that can be used in science, technology, engineering and mathematics education (the STEM disciplines) during primary and secondary school. Based on the definitions proposed by international consensus frameworks,we aim to discuss the relationship STEM education and digital tools, focusing on how an adequate symbiosis between both can contribute both to improve the scientific, mathematical and technological students‘ competences, and to improve their digital skills, necessary for their personal and professional development in the digital era. We intend to provide a perspective to the use of digital tools in school, going beyong fashions, and discussing why and how to use each of these tools. More especifically, we propose which opportunities offers the digital-based instruction for STEM learning, and at the same time which opportunities offers the STEM instruction for digital learning. With this research-based discussion, we aim to overcome the debate "digital tools yes or not", but "how and why" to use these tools in school.

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Preschool children’s Collaborative Science Learning Scaffolded by Tablets

Cited by 44 publications

References 24 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

Robotics and Early-years STEM Education: The botSTEM Framework and Activities

Educación STEM en y para el mundo digital

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