«Jeg har ikke trykt!» Ytringer om teknologi ved lesing av digitale bildebøker i barnehagen

The study investigates the content of kindergarten children’s and kindergarten teachers’ statements about technology in dialogue-based group reading of digital picture books on tablets in kindergarten. The research question is: What statements about technology emerge in dialogue-based group reading of digital picture books on tablets in the context of Norwegian kindergartens?

The results show that there is generally little alignment between the content of children’s and kindergarten teachers’ statements about technology. The content of the children’s statements primarily revolves around taking turns and access, while the kindergarten teachers focus on describing what happens in the story and the possibilities offered by the technology. The findings also suggest that kindergarten teachers face a continuous dilemma between balancing the didactic goal of stimulating dialogue based on the story, and the desire to demonstrate the technological possibilities in the digital picture book.

The study is based on the innovation and research project Books and apps: evaluating e-books for use in dialogue-based reading in kindergarten (VEBB) Twelve kindergarten teachers participated in the VEBB project and filmed themselves and kindergarten children during various reading activities in kindergarten. The current study focuses on four out of a total of 48 video observations featuring dialogue-based group reading with digital picture books. The data material consists of two kindergarten teachers and two groups of a total of twelve children aged 4-5 years. The researchers transcribe the video recordings and analyse them using inductive qualitative content analysis.

Jernes, M., & Undheim, M. (2022). «Jeg har ikke trykt!» Ytringer om teknologi ved lesing av digitale bildebøker i barnehagen. Barn – forskning om barn og barndom i Norden, 40(4), 37–54.