Collegial learning and digital literacy education in a Swedish preschool

The study investigates how kindergarten teachers in Sweden understand, change and improve learning situations when digital tools are used in interaction with colleagues, a film supervisor and a researcher. The research question is: How can collegial learning processes help kindergarten teachers understand, change and improve the learning environment and situations in which digital tools are used?

The results show that kindergarten teachers, through collegial learning, gained greater insight and confidence in the use of tablets as educational tools. They discovered the children’s ability to explore and discuss pictures, which improved their communication skills and understanding of each other’s perspectives. Through structured rounds of reflection and the use of film supervision, kindergarten teachers experienced that their professional skills in using digital tools improved. The study concludes that such an approach can support kindergarten teachers in developing flexible and meaningful digital learning environments.

Data was collected via observations, interviews and reflection conversations with five Swedish kindergarten teachers. The observations were documented using field notes, photos and audio-visual recordings, which were later analysed through thematic content analysis. Reflections were systematised using post-it notes and notes that were shared with colleagues and used as a basis for further discussion and learning.

Forsling, K. (2023). Collegial learning and digital literacy education in a Swedish preschool. Early Childhood Education Journal, 51(1), 139–148.

Online year: 2021

Issue year: 2023

Review year: 2023