Digitalisering i förskolan : En kvalitativ studie om förskollärares uppfattningar om digitalisering i förskolan och läroplansförändringar

Sammanfattning

This study investigates the impact of digitalization on preschool pedagogy. Six preschool teachers were interviewed to examine their perception of how digital tools are used to promote teaching in science and technology, as well as their view on a revised curriculum focusing on digitalization and its potential consequences for preschool education. The aim of this qualitative study is to highlight how preschool teachers perceive their work with digital tools. The preschool teachers in the study have shown a significant interest in the field, with half of them having undertaken further training in digitalization. The preschool teachers report that they frequently use digital tools in their teaching and view these tools as opportunities to enhance children's exploration in ways that analog tools cannot. However, all participants agreed that digital tools should not replace analog ones, but that a varied use of both digital and analog tools can foster a creative teaching environment. Additionally, all preschool teachers in this study expressed concerns that the proposal to remove the requirement for digital tools from the preschool curriculum could lead to unequal education in light of societal digital development, and that it could reduce investments in professional development for preschool teachers. The study indicates that children are not passive consumers of digital tools in preschool; rather, their production and exploration are central. The preschool teachers believe that digital tools can contribute to a broader perspective on exploration and a deeper understanding of how digital tools are used in a wider context.