oru.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Integration of interactive whiteboard in Swedish preschool practices
Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.
Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.ORCID iD: 0000-0002-7562-637X
Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.
2015 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 1, p. 100-120Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Routledge, 2015. Vol. 185, no 1, p. 100-120
Keywords [en]
preschool, interactive whiteboard, preschool teacher, mathematics education
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:oru:diva-80989DOI: 10.1080/03004430.2014.908865ISI: 000354280400007Scopus ID: 2-s2.0-84916936551OAI: oai:DiVA.org:oru-80989DiVA, id: diva2:1421324
Available from: 2020-04-02 Created: 2020-04-02 Last updated: 2020-04-02Bibliographically approved
In thesis
1. Digital technologies in preschool education: The interplay between interactive whiteboards and teachers' teaching practices
Open this publication in new window or tab >>Digital technologies in preschool education: The interplay between interactive whiteboards and teachers' teaching practices
2020 (English)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Örebro: Örebro University, 2020. p. 138
Series
Örebro Studies in Education, ISSN 1404-9570 ; 62
Keywords
Preschool Teachers, Digital Technologies, IWB, Teaching, Children, Preschools, Scaffolding, Mediational Means and Mediated Actions
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-80266 (URN)978-91-7529-329-5 (ISBN)
Public defence
2020-04-23, Föreläsningssal 5 (F135), Högskolegatan 2, Falun, 13:00 (English)
Opponent
Supervisors
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2020-04-02Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Bourbour Hosseinbeigi, Maryam

Search in DiVA

By author/editor
Bourbour Hosseinbeigi, MaryamVigmo, Sylvi
In the same journal
Early Child Development and Care
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 7 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf