Collegial Learning and Digital Literacy Education in a Swedish Preschool

Autor/in	Forsling, Karin
Titel	Collegial Learning and Digital Literacy Education in a Swedish Preschool
Quelle	In: Early Childhood Education Journal, 51 (2023) 1, S.139-148 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forsling, Karin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01289-9
Schlagwörter	Preschool Teachers; Collegiality; Preschool Education; Technological Literacy; Literacy Education; Foreign Countries; Technology Uses in Education; Handheld Devices; Educational Objectives; Reflective Teaching; Educational Development; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kollegialität; Technisches Wissen; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational objective; Bildungsziel; Erziehungsziel; Bildungsentwicklung; Schweden
Abstract	This article focuses on preschool teachers' collegial learning in relation to children's use of digital learning tools in preschool. The aim of the study was to investigate how preschool teachers understand, change, and improve learning situations when digital tools are used, under the supervision of a film educator, a preschool colleague, and a researcher. The results show how five dedicated teachers, without a special interest in digital tools, started using tablets in preschool as a learning tool to achieve the goals in the curriculum regarding communication. The experiment model used in the study is based on design-oriented theories. The design-based experiment provided an opportunity for in-depth reflection among the teachers and a meeting place for collegial learning processes, which can in turn lead to preschool development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01