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Programming as a New Content in Swedish Preschool: What Is It and How Is It Done?
Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.ORCID-id: 0000-0001-5721-7719
Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.ORCID-id: 0000-0002-6859-1420
2019 (engelsk)Inngår i: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019 / [ed] Sarah Pulé and Marc J. de Vries, Department of Technology and Entrepreneurship Education, University of Malta , 2019, s. 39-47Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

In 2017, the Swedish government decided on a new national strategy for digitalisation of the school system. The strategy resulted in a revision of the curricula for Swedish preschool in order to strengthen digitalisation. Although programming is not explicitly mentioned in the curriculum, programming and robots have become a more common feature of preschool teaching. There are intervention studies showing that children can develop programming skills and conceptions. However, studies of programming from a technology education perspective are rare, and there is a need for further research. This study aims to investigate how programming in a preschool context and what the teachers and children do. This study focuses on the interaction between children, teachers and technology. The programming activities in preschool are not a separate activity, but part of a wider context, hence we adapt a sociocultural perspective. The empirical data consist of two group interviews with preschool teachers and one video-recorded programming activity with children aged 4-5 years and their teachers. The data material was analysed using a thematic content analysis to inductively search for patterns in the actions and methods used by teachers and children. This study shows that four aspects of programming were communicated: instructions, sequences, bugs, and language. Moreover, the relationship between humans and the technological artefacts was characterized in three different ways: technology as I) anthropomorphic, II) gender coded, and III) autonomous or non-autonomous. Thus, the programming activities and robot were incorporated in a wider context. Technology (the robot) became a tool to achieve several learning objectives. The technology was not the main focus; the overall message constructed in this teaching setting is that the human controls and uses the technology to achieve specific purposes.

sted, utgiver, år, opplag, sider
Department of Technology and Entrepreneurship Education, University of Malta , 2019. s. 39-47
Emneord [en]
Preschool, programming, technology education
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-158488ISBN: 9789995714796 (tryckt)OAI: oai:DiVA.org:liu-158488DiVA, id: diva2:1333822
Konferanse
PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, 3-6 June 2019
Tilgjengelig fra: 2019-07-02 Laget: 2019-07-02 Sist oppdatert: 2019-09-16bibliografisk kontrollert

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Programming as a New Content in Swedish Preschool: What Is It and How Is It Done?(909 kB)14 nedlastinger
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