Don't Ask Me Why: Preschool Teachers' Knowledge in Technology as a Determinant of Leadership Behavior

The purpose is to establish how kindergarten teachers’ knowledge of and approaches to technology can influence how they act in relation to children in various learning activities. The study also aims to contribute to a better understanding of how the actions of kindergarten teachers contribute to children’s technological learning.

The results show that kindergarten teachers’ knowledge of technology is limited. At the core of how kindergarten teachers’ knowledge of technology influences their leadership behaviour in both planned teacher-initiated activities and unplanned activities initiated by the children is the teacher’s ability to deal with the children’s why?questions. Furthermore, the results show that teachers take a compensatory approach in leadership behaviour towards the children in planned activities and an avoidance approach in unplanned activities.

The authors believe that the results shed light on the importance of developing kindergarten teachers’ knowledge and understanding of technology, which will further contribute to developing their abilities to explain and clarify concepts and various technical phenomena.

The study uses a qualitative embedded multiple-case study research design. Cases of kindergarten teachers’ experiences were used to investigate their knowledge of technology and how this influences their actions. Fifteen kindergarten teachers from eight kindergartens in the same municipality in northern Sweden (28-62 years old) were interviewed. Experience within the field varied between 3-30 years. The data collection took place through in-depth interviews after an interview guide with each of the teachers.

Öqvist, A. & Högström, P. (2018). "Don't Ask Me Why: Preschool Teachers' Knowledge in Technology as a Determinant of Leadership Behavior". Journal of Technology Education, 29(2):4-19.