Children’s interactions with technology in teachers’ self‑reported activities in Sweden’s preschools

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Fältnamn	Indikatorer	Metadata
000		04029naa a2200409 4500
001		oai:DiVA.org:mdh-49522
003		SwePub
008		200813s2022 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|eng\|
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-495222 URI
024	7	a https://doi.org/10.1007/s10798-020-09613-x2 DOI
040		a (SwePub)mdh
041		a engb eng
042		9 SwePub
072	7	a ref2 swepub-contenttype
072	7	a art2 swepub-publicationtype
100	1	a Nilsson, Tor,d 1980-u Mälardalens högskola,Utbildningsvetenskap och Matematik4 aut0 (Swepub:mdh)tnn03
245	1 0	a Children’s interactions with technology in teachers’ self‑reported activities in Sweden’s preschools
264		c 2020-08-07
264	1	b Springer Science and Business Media LLC,c 2022
338		a electronic2 rdacarrier
500		a Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made.
520		a This study investigates preschool children’s interactions with technology in a Swedish context. The purpose is to broaden our knowledge about children, technology and preschool activities—not only the meanings of technology that is present in everyday preschool activities, but also how children interact with it. Collier-Reed’s (Pupils’ experiences of technology: exploring dimensions of technological literacy, PhD thesis, University of Cape Town, Cape Town, 2006) category system has been used to analyse data generated in two research circles. The participating preschool teachers were asked to present teacher- and children-initiated activities from their daily practices. 54 cases were identified, of which 40 included children’s interactions with technology according to the definitions provided by Collier-Reed. Mapping the results in a matrix representation based on Collier-Reed’s two sets of categorisation systems shows two clusters. The first mainly includes teacher-initiated activities, in which children were instructed how to use different artefacts. The second also includes children-initiated activities requiring more engagement as part of Collier-Reed’s notion of the core. Also, labelling was added to the category system in order to adapt it to the Swedish preschool setting.
650	7	a TEKNIK OCH TEKNOLOGIERx Annan teknikx Interaktionsteknik0 (SwePub)211032 hsv//swe
650	7	a ENGINEERING AND TECHNOLOGYx Other Engineering and Technologiesx Interaction Technologies0 (SwePub)211032 hsv//eng
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogiskt arbete0 (SwePub)503042 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Pedagogical Work0 (SwePub)503042 hsv//eng
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Didaktik0 (SwePub)503022 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Didactics0 (SwePub)503022 hsv//eng
700	1	a Gustafsson, Peteru Mälardalens högskola,Utbildningsvetenskap och Matematik4 aut0 (Swepub:mdh)pgn01
700	1	a Sundqvist, Pernilla,d 1979-u Mälardalens högskola,Utbildningsvetenskap och Matematik4 aut0 (Swepub:mdh)pst02
710	2	a Mälardalens högskolab Utbildningsvetenskap och Matematik4 org
773	0	t International journal of technology and design educationd : Springer Science and Business Media LLCg 32:1, s. 129-147q 32:1<129-147x 0957-7572x 1573-1804
856	4	u https://doi.org/10.1007/s10798-020-09613-xy Fulltext
856	4	u https://mdh.diva-portal.org/smash/get/diva2:1457905/FULLTEXT01.pdfx primaryx Raw objecty fulltext:print
856	4	u https://link.springer.com/content/pdf/10.1007/s10798-020-09613-x.pdf
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49522
856	4 8	u https://doi.org/10.1007/s10798-020-09613-x

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