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Investigating Preschool Educators’ Implementation of Computer Programming in Their Teaching Practice
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-6446-7676
Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering. (Visual Learning and Communication)ORCID iD: 0000-0001-8888-6843
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-5257-8208
2019 (English)In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707Article in journal (Refereed) Epub ahead of print
Abstract [en]

Modern preschool education is seen as an essential foundation for nurturing children’s digital literacy. Early childhood education environments have witnessed increased emphasis on integrating programming activities in combination with digital tablets. However, little is known about how preschool teachers implement programming as part of pedagogical strategies during practice. In Sweden, although there is a mandate to develop children’s understanding of the digital world, programming is not formally mentioned in the revised preschool curriculum. This study systematically investigates how Swedish preschool teachers implement programming activities in their teaching practice. Data was collected through a national online survey (n = 199). Findings revealed a range of apps and resources used in combination with tablets, where activity integration takes place as unplugged programming, digital programming, or as a combination of the former. Teachers markedly attributed intended learning goals around programming to tenets of computational thinking and “twenty-first century skills”. Moreover, programming was often actively linked to learning in other domains such as science, technology, mathematics, and language, approaches that show traditional Swedish preschool teaching practices being recontextualized in terms of programming. Based on the reported findings that provide insight into the implementation of programming in preschools, a logical future research avenue lies in exploring the documented programming activities from the perspective of the children.

Place, publisher, year, edition, pages
Springer Netherlands, 2019.
Keywords [en]
Programming, Digital tablets, Swedish preschool, Technology education, Science education, iPads
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Didactics
Identifiers
URN: urn:nbn:se:liu:diva-161952DOI: 10.1007/s10643-019-00976-yScopus ID: 2-s2.0-85073922147OAI: oai:DiVA.org:liu-161952DiVA, id: diva2:1370183
Note

"Open Access: This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made."

Available from: 2019-11-14 Created: 2019-11-14 Last updated: 2019-12-13Bibliographically approved

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