Purpose
The study investigates how kindergarten teachers incorporate digital tools into science teaching. The study focuses on how and why digital tools are used, as well as the opportunities and challenges kindergarten teachers meet in this context. The research questions are:
- How and why do kindergarten teachers use digital tools when teaching science?
- What opportunities and challenges do kindergarten teachers meet in this process?
Result
The results showed that most kindergarten teachers were positive about using digital tools in science teaching, and saw them as useful complements to other teaching methods. Many kindergarten teachers expressed the need for more training in the use of these tools. Digital tools were used to find information, document activities and create stimulating learning environments. Some kindergarten teachers experienced challenges, such as lack of access to equipment or difficulty incorporating the tools into teaching.
Design
The study collected data through group interviews with 18 Swedish kindergarten teachers from three different kindergartens. The data were analysed thematically in combination with the Technological Pedagogical Content Knowledge (TPACK) framework. This was done to provide a detailed picture of teachers’ experiences of digital tools in teaching.
References
Walan, S., & Enochsson, A. B. (2024). Affordances and obstacles when integrating digital tools into science teaching in preschools. Research in Science & Technological Education, 42(3), 533–552.
Online year: 2022
Issue year: 2024
Review year: 2022