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Visualisation and documentation of the goals in the national curriculum with tablets, prerequisites and opportunities for development of teaching in preschool?
Mid Sweden University, Faculty of Human Sciences, Department of Education.
2013 (English)In: Building Learning Capacity for Life / [ed] Lena Boström, Gunnar Augustsson, Carol Evans, Zarina M. Carlesworth, Eva Cools, (Eds), 2013Conference paper, Poster (Refereed)
Abstract [en]

Abstract: Visualisation and documentation of the goals in the national curriculum with tablets, prerequisites and opportunities for development of teaching in preschool?

Aim: Purpose

The purpose of this poster presentation is to get feedback from other researchers on the research design, to be able to specify and narrow the research question, and also get feedback on the theoretical framework.


Research question: How are digital tools used in preschool, both as learning tools and for documentation and visualization of the daily activities, in relation to the goals in the national curriculum?


Expected theoretical framework: The theoretical framework is based on activity theory (Engeström, 1987; Leontiev, 1986; Vygotsky, 1978; Wertsch, 1981) with a focus on mediating tools (Vygotsky,1978).



At first a survey will be used to collect information about the use of tablets in preschools. Thereafter, we will study the activity and the work in progress with a special focus on visualisation and documentation of the goals in the national curriculum. This will be done through action research (Rönnerman, 2012).



We expect to find god examples of how tablets can be used in pre-school, both as learning tools and for documentation.



Digital media and its presence in education are shaping new opportunities for teaching and learning and the preparation of students for living and working in a networked, globally connected society. More and more we are coming to understand the significant shift in communication that is taking place from text-based information found in books to visual communication emphasized by the Internet. Add to this a growing social media culture in which uploading a video to YouTube from your Iphone, or blogging on a moment-to-moment basis in many countries is mainstream. As a global community our visual literacy as well as digital literacy is both expanded and put to the test. As well, we are experiencing life collaboratively across cultures in a variety of social online networks on our own private time. Researchers have found exciting benefits that emerge from this networked, visual communication culture with implications for 21st century learning and work (Nilsson & Nocon, 2005; Schlais & Davis, 2001) that reflect collaboration, deep learning (Offir, et al. 2008), creativity and divergent thinking. Despite this evidence, other international studies (Jerald, 2009) demonstrate that little pedagogical innovation is occurring at the school level to engage students in higher order thinking, transformative learning and collaboration through the use of digital media. In general, the majority of schools remain on the outside of this media equation (Snyder, 2007), still en route to understand the pedagogical opportunities that media afford the development of deep learning, global citizenship, and a variety of literacy skills including visual literacy, and digital literacy.


During the past year, purchases of so-called tablets to preschools and schools have escalated. Unfortunately, it turns out that, it is often buying without discussing what tablets will be used for, how to use them, and in which purpose (Damber and Ivarsson, 2012). Given this, it is important to study this area to come up with good examples.



Engeström, Y. (1987). Learning by expanding: an activity-theoretical ap- proach to developmental research. Diss. Helsinki : Univ.. Helsinki.

Damberg, U. Ivarsson, L. (2012). Work in progress.

Jerald, C. D. (2009) Defining a 21st century education: Competencies, literacy, and knowledge. The Center for Public Education. Retrieved October 10, 2012, from

Leontjev, A.N. (1986). Verksamhet, medvetande, personlighet: Tätigkeit, Bewusstsein, Persönlichkeit = Activity, consciousness, personality = Ac- tivité, conscience, personnalité. Moskva: Progress.

Nilsson, M., Nocon, H. (2005) School of tomorrow: Teaching and technology in local and global communities. Bern, Switzerland: Peter Lang.

Offir, B., Yossi, L. Bezalel, R. (2008) Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Computers in Education. 51. 1172-1183

Schlais, D. and Davis, R. (2001) Distance learning through educational networks: The global view experience. In Stephenson, J. (ed) Teaching and learning online: Pedagogies for new technologies. London: Kogan Page Limited.

Snyder, K. M. (2007) The Digital Culture and “Peda-Socio” transformation. media, technology and life long learning. 3(1).

Rönnerman, K. (red.) (2012). Aktionsforskning i praktiken: förskola och skola på vetenskaplig grund. (2., [rev.] uppl.) Lund: Studentlitteratur.

Vygotsky, L.S. (1978). Mind in society. Harvard university press. Cambridge, MA.

Wertsch, J.V. (Red.) (1981). The concept of activity in Soviet psychology. Ar- monk, N.Y.: Sharpe.


Place, publisher, year, edition, pages
National Category
Social Sciences
URN: urn:nbn:se:miun:diva-24345ISBN: 978-80-263-0384-8OAI: diva2:787074
ELSIN, Education, Learning, Styels, Individual difference Network
Available from: 2015-02-09 Created: 2015-02-09 Last updated: 2015-03-09Bibliographically approved

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