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Digital technologies in preschool education: The interplay between interactive whiteboards and teachers' teaching practices
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
2020 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

This thesis is aimed at exploring the ways in which a digital technology, the interactive whiteboard (IWB), interplays with preschool teachers’ teaching practices. In the literature and ongoing debates there are different claims about if and how digital technologies can contribute to children’s development and solving preschool educational challenges. The ways children learn from and by digital technologies have been widely studied, however, there is relatively little research on how digital technologies interplay with teachers’ teaching. Correspondingly, the approach taken here to the ways in which digital technologies contribute to early childhood education is based on preschool teachers’ practices and reasonings.In particular the focus is placed on the following research questions. How do preschool teachers reason about the embedding of IWB into their teaching practices? How do preschool teachers use IWB to structure their teaching practices? How do preschool teachers scaffold children’s learning processes in a context where IWB is used? How do IWBs mediate teaching actions? and What is privileged in the IWB-mediated teaching actions?

To address these research questions, three sets of empirical data have been collected. These datasets, including interviews with preschool teachers and video observations of their teaching using IWB, were collected in 2012-2013 within the frame of the licentiate thesis and in late 2017 and early 2018 within the framework of the PhD thesis. Analytically, the study is built on a sociocultural perspective that assumes that learning is a constant social process.

The findings of this study provide empirical knowledge regarding how preschool teachers reason about their use of IWB in teaching. The findings of the study, further, show that preschool teachers use diverse strategies to structure their teaching practice using the opportunities that IWB offers. The teachers’ use of IWBs exemplifies the ways they take into account the available technological features to support children’s learning within their ZPD.

In its identification of scaffolding actions, this study provides rich details about how preschool teachers use a particular digital technology, IWB, in their teaching to support children’s learning and development. Scaffolding is seen as a collaborative process where preschool teachers’ active participation and emotional support plays an important role in fulfilling the given practices, and leads children’s learning to a higher level. By exploring how teachers’ teaching actions are meditated by the mediational aspects of IWB and what is privileged in the IWB-mediated teaching actions, the current study, moreover, contributes to mapping the desirable or undesirable consequences of using digital technologies in early childhood education. It also exemplifies how the use of IWB interplays with preschoolt eachers’ teaching practices.

The new dimensions to scaffolding theory constructed in this thesis, further, contribute to expanding of Wood et al. (1976) theory. This can have significance for other studies using digital technologies in educational settings and can contribute to early childhood education, since early interventions, such as the ways preschool teachers support children, are particularly crucial for a child’s learning and their development later on in life.

Ort, förlag, år, upplaga, sidor
Örebro: Örebro University , 2020. , s. 138
Serie
Örebro Studies in Education, ISSN 1404-9570 ; 62
Nyckelord [en]
Preschool Teachers, Digital Technologies, IWB, Teaching, Children, Preschools, Scaffolding, Mediational Means and Mediated Actions
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:oru:diva-80266ISBN: 978-91-7529-329-5 (tryckt)OAI: oai:DiVA.org:oru-80266DiVA, id: diva2:1401975
Disputation
2020-04-23, Föreläsningssal 5 (F135), Högskolegatan 2, Falun, 13:00 (Engelska)
Opponent
Handledare
Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2020-04-02Bibliografiskt granskad
Delarbeten
1. Preschool teachers’ reasoning about interactive whiteboard embedded in mathematics education in Swedish preschools
Öppna denna publikation i ny flik eller fönster >>Preschool teachers’ reasoning about interactive whiteboard embedded in mathematics education in Swedish preschools
2014 (Engelska)Ingår i: Journal of Nordic Early Childhood Education Research, E-ISSN 1890-9167, Vol. 7, nr 2, s. 1-16Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper aims to investigate the ways in which teachers enact the interactive whiteboard (IWB) in Swedish preschools in relation to preschool children’s mathematical learning. Data collected from interviews with four preschool teachers have provided the opportunity to consider the potential of IWB to facilitate a creative approach to young children’s mathematics education. The findings suggest that IWB use in preschool is mostly viewed as “Space for children to involve in problem-solving situations”, “Supporting collaborative learning and mutual negotiation”, “Goal-oriented mathematics learning facilitated by IWB” and “Retaining children’s interest in learning activities”. This study also highlights the importance of teachers’ technological knowledge and skills in mediating the interaction and facilitating the use of IWB in preschool pedagogical practices.

Ort, förlag, år, upplaga, sidor
Høgskolen i Oslo og Akershus, 2014
Nyckelord
Mathematics education, interactive whiteboard, young children, Preschool teacher
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-80992 (URN)10.7577/nbf.608 (DOI)
Tillgänglig från: 2020-04-02 Skapad: 2020-04-02 Senast uppdaterad: 2020-04-02Bibliografiskt granskad
2. Integration of interactive whiteboard in Swedish preschool practices
Öppna denna publikation i ny flik eller fönster >>Integration of interactive whiteboard in Swedish preschool practices
2015 (Engelska)Ingår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, nr 1, s. 100-120Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper aims at exploring the roles preschool teachers give technologies in mathematics education and the ways they structure their mathematics learning activities using interactive whiteboard (IWB) as a technological artefact. Data collected from observations of three preschool teachers embedding IWB in a preschool practice in Sweden provided the primary data sources. The findings suggest that the use of IWB in preschool can be viewed as 'Multisensory resources to engage young children's reasoning', 'Challenging young children to engage in problem-solving activities' and 'Taking the child's interest as a point of departure'. This study also highlights the importance of preschool teachers' pedagogical and technological knowledge that shape and mediate the ways they embed IWB in preschool pedagogical practices.

Ort, förlag, år, upplaga, sidor
Routledge, 2015
Nyckelord
preschool, interactive whiteboard, preschool teacher, mathematics education
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-80989 (URN)10.1080/03004430.2014.908865 (DOI)000354280400007 ()2-s2.0-84916936551 (Scopus ID)
Tillgänglig från: 2020-04-02 Skapad: 2020-04-02 Senast uppdaterad: 2020-04-02Bibliografiskt granskad
3. Putting Scaffolding Into Action: Preschool Teachers' Actions Using Interactive Whiteboard
Öppna denna publikation i ny flik eller fönster >>Putting Scaffolding Into Action: Preschool Teachers' Actions Using Interactive Whiteboard
2020 (Engelska)Ingår i: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 48, nr 1, s. 79-92Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study aimed to explore preschool teachers' actions in order to support children's learning processes in a context where an interactive whiteboard (IWB) is used. Five preschool teachers and 22 children aged 4-6 were video observed in 2017 and early spring 2018 over a period of 5 months. The findings of the study revealed 21 scaffolding actions which preschool teachers used including: Concretizing, Questioning, Instructing, Providing space, Affirming, Providing feedback, Inviting, Watching, Laughing together, Approaching, Standing/sitting beside, Simplifying, Filling in the blanks, Confirming, Participating, Challenging perception, Challenging thought, Explaining facts, Displaying, Explaining solutions, and Referring back. By characterizing teachers' actions in relation to different scaffolding functions, the relationship between action and scaffolding function was particularly clarified. Six of the functions, including recruitment, direction maintenance, marking critical features, reduction in degrees of freedom, frustration control and demonstration were aligned with Wood et al.'s (Child Psychol Psychiatry 17:88-100, 1976) theoretical framework. By identifying two additional functions, i.e., mutual enjoyment and participation in the activity, more importantly the study contributed to the development of Wood et al.'s (Child Psychol Psychiatry 17:88-100, 1976) theoretical framework. It can be said that the findings of the study expanded and deepened our understanding regarding scaffolding processes and the ways they can be implemented in teaching practices.

Ort, förlag, år, upplaga, sidor
Springer, 2020
Nyckelord
Scaffolding, Preschool teachers' actions, Interactive whiteboard, Scaffolding functions
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:oru:diva-80255 (URN)10.1007/s10643-019-00971-3 (DOI)000512062600009 ()2-s2.0-85073984905 (Scopus ID)
Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2020-04-02Bibliografiskt granskad
4. Using digital technology in early education teaching: Learning from teachers’ teaching practice with Interactive Whiteboard
Öppna denna publikation i ny flik eller fönster >>Using digital technology in early education teaching: Learning from teachers’ teaching practice with Interactive Whiteboard
(Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-80991 (URN)
Tillgänglig från: 2020-04-02 Skapad: 2020-04-02 Senast uppdaterad: 2020-04-02Bibliografiskt granskad

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