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
Digital technologies in preschool education: The interplay between interactive whiteboards and teachers' teaching practices
Örebro University, School of Humanities, Education and Social Sciences.
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 [en]
Preschool Teachers, Digital Technologies, IWB, Teaching, Children, Preschools, Scaffolding, Mediational Means and Mediated Actions
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:oru:diva-80266ISBN: 978-91-7529-329-5 (print)OAI: oai:DiVA.org:oru-80266DiVA, id: diva2:1401975
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
List of papers
1. Preschool teachers’ reasoning about interactive whiteboard embedded in mathematics education in Swedish preschools
Open this publication in new window or tab >>Preschool teachers’ reasoning about interactive whiteboard embedded in mathematics education in Swedish preschools
2014 (English)In: Journal of Nordic Early Childhood Education Research, E-ISSN 1890-9167, Vol. 7, no 2, p. 1-16Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Høgskolen i Oslo og Akershus, 2014
Keywords
Mathematics education, interactive whiteboard, young children, Preschool teacher
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-80992 (URN)10.7577/nbf.608 (DOI)
Available from: 2020-04-02 Created: 2020-04-02 Last updated: 2020-04-02Bibliographically approved
2. Integration of interactive whiteboard in Swedish preschool practices
Open this publication in new window or tab >>Integration of interactive whiteboard in Swedish preschool practices
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
Keywords
preschool, interactive whiteboard, preschool teacher, mathematics education
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-80989 (URN)10.1080/03004430.2014.908865 (DOI)000354280400007 ()2-s2.0-84916936551 (Scopus ID)
Available from: 2020-04-02 Created: 2020-04-02 Last updated: 2020-04-02Bibliographically approved
3. Putting Scaffolding Into Action: Preschool Teachers' Actions Using Interactive Whiteboard
Open this publication in new window or tab >>Putting Scaffolding Into Action: Preschool Teachers' Actions Using Interactive Whiteboard
2020 (English)In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 48, no 1, p. 79-92Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Springer, 2020
Keywords
Scaffolding, Preschool teachers' actions, Interactive whiteboard, Scaffolding functions
National Category
Educational Sciences
Identifiers
urn:nbn:se:oru:diva-80255 (URN)10.1007/s10643-019-00971-3 (DOI)000512062600009 ()2-s2.0-85073984905 (Scopus ID)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2020-04-02Bibliographically approved
4. Using digital technology in early education teaching: Learning from teachers’ teaching practice with Interactive Whiteboard
Open this publication in new window or tab >>Using digital technology in early education teaching: Learning from teachers’ teaching practice with Interactive Whiteboard
(English)Manuscript (preprint) (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-80991 (URN)
Available from: 2020-04-02 Created: 2020-04-02 Last updated: 2020-04-02Bibliographically approved

Open Access in DiVA

Cover(3073 kB)14 downloads
File information
File name COVER01.pdfFile size 3073 kBChecksum SHA-512
d2006460c6961e0a64b5d195e07131f39a13aad1dfb6afa936b03c92ccfabb11388e783e5efc8a30a55608bd285f3c43aff30be3144d0fb0f852fe6254eef2b7
Type coverMimetype application/pdf
fulltext(1272 kB)130 downloads
File information
File name FULLTEXT01.pdfFile size 1272 kBChecksum SHA-512
2d977ccc745013286f0c7f88d7e4c1b87f570866cc0c517f0e2d0604b2214b2937e4bf682bd13d7acbbced1b44debaa95d56e04491ec77e8f6cbb7aa7185d272
Type fulltextMimetype application/pdf
Spikblad(80 kB)9 downloads
File information
File name SPIKBLAD01.pdfFile size 80 kBChecksum SHA-512
ae7f46e2fd5d6febf135038b21fc0d03e486c3d492507cb67febce980ce4d110feb77a1b428591cb59a0e8db7db35e9f4adcefc6e4291aceaf53749a353c1b84
Type spikbladMimetype application/pdf

Authority records BETA

Bourbour Hosseinbeigi, Maryam

Search in DiVA

By author/editor
Bourbour Hosseinbeigi, Maryam
By organisation
School of Humanities, Education and Social Sciences
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 130 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 599 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