Affordances and obstacles when integrating digital tools into science teaching in preschools

References

• Aronin, S., and K. K. Floyd. 2013. “Using an iPad in Inclusive Preschool Classrooms to Introduce STEM Concepts.” Teaching Exceptional Children 45 (4): 34–39. doi:10.1177/004005991304500404.
   Google Scholar
• Blackwell, C. K., A. R. Lauricella, and E. Wartella. 2016. “The Influence of TPACK Contextual Factors on Early Childhood Educators’ Tablet Computer Use.” Computers & Education 98: 57–69. doi:10.1016/j.compedu.2016.02.010.
   Web of Science ®Google Scholar
• Bølgan, N. 2012. “From IT to Tablet: Current Use and Future Needs in Kindergartens.” Nordic Journal of Digital Literacy 3: 154–170. doi:10.18261/1891-943X-2012-03-02.
   Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3: 77–101. doi:10.1191/1478088706qp063oa.
   Google Scholar
• Caena, F., and C. Redecker. 2019. ““Aligning Teacher Competence Frameworks to 21st Century Challenges: The Case for the European Digital Competence Framework for Educators” (Digcompedu).” European Journal of Education 54 (3): 356–369. doi:10.1111/ejed.12345.
   Web of Science ®Google Scholar
• Chee, J., M. N. Mariani, A. J. Othman, and M. R. Mashitah. 2017. “Exploring the Issue of Content, Pedagogical and Technological Knowledge among Preschool Teachers.” International Journal of Advanced and Applied Sciences 4 (3): 130–136. doi:10.21833/ijaas.2017.03.020.
   Google Scholar
• Couse, L. J., and D. W. Chen. 2010. “A Tablet Computer for Young Children? Exploring Its Viability for Early Childhood Education.” Journal of Research on Technology in Education 43 (1): 75–98. doi:10.1080/15391523.2010.10782562.
   Google Scholar
• Crompton, H., D. Burke, K. H. Gregory, and C. Gräbe. 2016. “The Use of Mobile Learning in Science: A Systematic Review.” Journal of Science Education and Technology 25 (2): 149–160.
   Web of Science ®Google Scholar
• Dezuanni, M., and L. Knight. 2015. “Networking iPads into Preschool Spaces.” In iPads in the Early Years: Developing Literacy and Creativity, edited by M. Dezuanni, K. Dooley, S. Gattenhof, and L. Knight, 142–160. New York: Routledge.
   Google Scholar
• Dogan, Y., and A. Simsar. 2018. “Preschool Teachers’ Views on Science Education, the Methods They Use, Science Activities, and the Problems They Face.” International Journal of Progressive Education 14 (5): 57–76. doi:10.29329/ijpe.2018.157.6.
   Google Scholar
• Enochsson, A. B., and K. Ribaeus 2021. ““Everybody Has to Get a Chance to Learn”: Democratic Aspects of Digitalisation in Preschool.” Early Childhood Education Journal 49 (6): 1087–1098. doi:10.1007/s10643-020-01117-6.
   Web of Science ®Google Scholar
• EU. (European Union). 2019. “Dicomp. Digital Competence Framework for Citizens.” Retrieved 9 March 2021 from https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework
   Google Scholar
• Fleer, M., and G. Hoban. 2012. “Using ‘Slowmation’ for Intentional Teaching in Early Childhood Centres: Possibilities and Imaginings.” Australasian Journal of Early Childhood 37 (3): 61–70. doi:10.1177/183693911203700309.
   Web of Science ®Google Scholar
• Fridberg, M., S. Thulin, and A. Redfors. 2018. “Preschool Children’s Collaborative Science Learning Scaffolded by Tablets.” Research in Science Education 48: 1007–1026. doi:10.1007/s11165-016-9596-9.
   Web of Science ®Google Scholar
• Furman, M., S. De Angelis, E. Dominguez Prost, and I. Taylor. 2019. “Tablets as an Educational Tool for Enhancing Preschool Science.” International Journal of Early Years Education 27 (1): 6–19. doi:10.1080/09669760.2018.1439368.
   Web of Science ®Google Scholar
• Hardesen, B., and G. B. Guðmundsdóttir. 2012. “The Digital Universe of Young Children.” Nordic Journal of Digital Literacy 7: 221–225. doi:10.18261/1891-943X-2012-03-06.
   Google Scholar
• Heath, G. 2008. “Exploring the Imagination to Establish Frameworks for Learning.” Study Philosophy of Education 27 (2): 115–123. doi:10.1007/s11217-007-9094-7.
   Web of Science ®Google Scholar
• Kewalramani, S., and S. Havu-Nuutinen. 2019. “Preschool Teachers’ Beliefs and Pedagogical Practices in the Integration of Technology: A Case for Engaging Young Children in Scientific Inquiry.” EURASIA Journal of Mathematics, Science and Technology Education 15 (12). doi:10.29333/ejmste/109949.
   Google Scholar
• Kjällander, S., and K. P. Blair. 2021. “Designs for Learning with Adaptive Games and Teachable Agents.” In Digital Learning and Collaborative Practices: Lessons from Inclusive and Empowering Participation with Emerging Technologies, edited by E. Brooks, S. Day, and S. Selander, 69–90, New York: Routledge.
   Google Scholar
• Kjällander, S., and S. Johnson Frankenberg. 2018. “How to Design a Digital Individual Learning RCT-study in the Context of the Swedish Preschool: Experiences from a pilot-study.” International Journal of Research & Method in Education 41 (4): 433–446. doi:10.1080/1743727X.2018.1470161.
   Web of Science ®Google Scholar
• Lavidas, K., M. A. Katsidima, S. Theodoratou, V. Komis, and K. Nikolopoulou. 2021. “Preschool Teachers’ Perceptions about TPACK in Greek Educational Context.” Journal of Computers in Education 1–16. doi:10.1007/s40692-021-00184-x.
   Web of Science ®Google Scholar
• Liang, J. C., C. S. Chai, J. H. L. Koh, C. J. Yang, and C. C. Tsai. 2013. “Surveying in-service Preschool Teachers’ Technological Pedagogical Content Knowledge.” Australasian Journal of Educational Technology 29 (4). doi:10.14742/ajet.299.
   Web of Science ®Google Scholar
• Lindeman, S., M. Svensson, and A-B. Enochsson. 2021. “Digitalisation in Early Childhood Education: A Domestication Theoretical Perspective on Teachers’ Experiences.” Education and Information Technologies 26: 4. doi:10.1007/s10639-021-10501-7.
   Web of Science ®Google Scholar
• Ljung-Djärv, A. 2008. “To Play or Not to Play – That Is the Question: Computer Use within Three Swedish Preschools.” Early Education and Development 19 (2): 330–339. doi:10.1080/10409280801964069.
   Web of Science ®Google Scholar
• Lyle, J. 2003. “Stimulated Recall: A Report on Its Use in Naturalistic Research.” British Educational Research Journal 29 (6): 861–878. doi:10.1080/0141192032000137349.
   Web of Science ®Google Scholar
• Magen-Nagar, N., and E. Firstater. 2019. “The Obstacles to ICT Implementation in the Kindergarten Environment: Kindergarten Teachers’ Beliefs.” Journal of Research in Childhood Education 33 (2): 165–179. doi:10.1080/02568543.2019.1577769.
   Web of Science ®Google Scholar
• Marklund, L., and E. Dunkels. 2016. “Digital Play as a Means to Develop Children’s Literacy and Power in the Swedish Preschool.” Early Years 36 (3): 289–304. doi:10.1080/09575146.2016.1181608.
   Web of Science ®Google Scholar
• Merriam, S. B., and E. J. Tidsell. 2016. Qualitative Research: A Guide to Design and Implementation. 4th ed. San Fransisco: Jossey-Bass.
   Google Scholar
• Mishra, P. 2019. “Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade.” Journal of Digital Learning in Teacher Education 35 (2): 76–78. doi:10.1080/21532974.2019.1588611.
   Google Scholar
• Mishra, P., and M. J. Koehler. 2006. “Technological Pedagogical Content Knowledge: A Framework for Integrating Technology in Teacher Knowledge.” Teachers College Record 108 (6): 1017–1054. doi:10.1111/j.1467-9620.2006.00684.x.
   Web of Science ®Google Scholar
• Moore, H. C., and J. Keys Adair. 2015. “I’m Just Playing iPad”: Comparing pre-kindergarteners’ and pre-service Teachers’ Social Interactions while Using Tablets for Learning.” Journal of Early Childhood Teacher Education 4: 362–378. doi:10.1080/10901027.2015.1104763.
   Google Scholar
• Neumann, M. M., and D. L. Neumann. 2014. “Touch Screen Tablets and Emergent Literacy.” Early Childhood Education Journal 42 (4): 231–239. doi:10.1007/s10643-013-0608-3.
   Google Scholar
• Nilsen, M. 2018. “Children’s and Teachers’ Activities with Tablets and Apps in Preschool.” (Published Doctoral dissertation). Gothenburg: Acta Universitatis Gothoburgensis.
   Google Scholar
• Olgan, R. 2015. “Influences on Turkish Early Childhood Teachers’ Science Teaching Practices and the Science Content Covered in the Early Years.” Early Child Development and Care 185 (6): 926–942. doi:10.1080/03004430.2014.967689.
   Web of Science ®Google Scholar
• Olofsson, A. D., G. Fransson, and J. O. Lindberg. 2019. “A Study of the Use of Digital Technology and Its Conditions with A View to Understanding What ‘Adequate Digital Competence’ May Mean in A National Policy Initiative.” Educational Studies online. doi:10.1080/03055698.2019.1651694.
   Web of Science ®Google Scholar
• Otterborn, A., K. Schönborn, and M. Hultén. 2019. “Surveying Preschool Teachers’ Use of Digital Tablets: General and Technology Education Related Findings.” International Journal of Technology and Design Education 29 (4): 717–737. doi:10.1007/s10798-018-9469-9.
   Web of Science ®Google Scholar
• Palaiologou, I. 2016. “Teachers’ Dispositions Towards the Role of Digital Devices in play-based Pedagogy in Early Childhood Education.” Early Years 36 (3): 305–321. doi:10.1080/09575146.2016.1174816.
   Web of Science ®Google Scholar
• Palmér, H. 2015. “Using Tablet Computers in Preschool: How Does the Design of Applications Influence Participation, Interaction and Dialogues?” International Journal of Early Years Education 23 (4): 365–381. doi:10.1080/09669760.2015.1074553.
   Web of Science ®Google Scholar
• Palmér, H. 2017. “Programming in preschool—with a Focus on Learning Mathematics.” International Research in Early Childhood Education 8 (1): 75–87.
   Web of Science ®Google Scholar
• Parette, H., A. Quesenberry, and C. Blum. 2010. “Missing the Boat with Technology Usage in Early Childhood Settings: A 21st Century View of Developmentally Appropriate Practice.” Early Childhood Education Journal 37: 335–343. doi:10.1007/s10643-009-0352-x.
   Google Scholar
• Porras-Hernandez, L. H., and B. Salinas-Amescua. 2013. “Strengthening TPACK: A Broader Notion of Context and the Use of Teachers’ Narrative to Reveal Knowledge Construction.” Journal of Computing Research 48 (2): 223–244. doi:10.2190/EC.48.2.f.
   Web of Science ®Google Scholar
• Rosenberg, J. M., and M. J. Koehler. 2015. “Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review.” Journal of Research on Technology in Education 47 (3): 186e210. doi:10.1080/15391523.2015.1052663.
   Google Scholar
• Shulman, L. S. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Research 15 (2): 4–14. doi:10.3102/0013189X015002004.
   Google Scholar
• Shulman, L. S. 1987. “Knowledge and Teaching:Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–22. doi:10.17763/haer.57.1.j463w79r56455411.
   Web of Science ®Google Scholar
• SNAE. 2018. Curriculum for Preschool. Stockholm: SNAE.
   Google Scholar
• Strawhacker, A., M. Lee, and M. U. Bers. 2018. “Teaching Tools, Teachers’ Rules: Exploring the Impact of Teaching Styles on Young Children’s Programming Knowledge in ScratchJr.” International Journal of Technology and Design Education 28 (2): 347–376. doi:10.1007/s10798-017-9400-9.
   Web of Science ®Google Scholar
• Walan, S. 2020. “Embracing Digital Technology in Science Classrooms: Secondary School Teachers' Enacted Teaching and Reflections on Practice.“ Journal of Science Education and Technology 9(3): 431–441.
   Web of Science ®Google Scholar
• Wilson, C. 2019. “iPads in the Early Childhood Science Classroom: An Exploration of iPad Use in Hands-on Science Activities.” [Master’s thesis, Queensland University of Technology]. https://eprints.qut.edu.au/132659/2/Catherine%20Wilson%20Thesis.pdf
   Google Scholar
• Yilmaz, M. M., and A. Siğirtmaç. 2020. “A Material for Education Process and the Teacher: The Use of Digital Storytelling in Preschool Science Education.” Research in Science & Technological Education 1–28. doi:10.1080/02635143.2020.1841148.
   Web of Science ®Google Scholar