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A Way Forward for Preschool Teacher Education and Technology

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Technological Innovations in Education

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Abstract

In Sweden educational technology is an integrated and all-round accepted component of the preschool curriculum (Lpfö18) and both the National Agency for Education and the European Digital Education Action Plan (2021–2027) underlines the importance of digitally competent and confident teachers. Assuming a social constructivist approach, this chapter explores the possibility that technological competence is not simply inherent in actions performed, rather it is a mode of thinking that is applied when considering how to address unsolved problems. The main focus of the study is thus to investigate teacher attitudes to learning, where learning is seen as a collaborative co-constructed product of the teacher and child. The chapter does this through mapping the current state of technology in relation to Swedish ECEC practice against the background of steering documents, and the preschool teacher education program.

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Authors and Affiliations

  1. University of Borås, Borås, Sweden

    Tina Yngvesson

  2. University of Plymouth, Plymouth, UK

    John Siraj-Blatchford

Authors
  1. Tina Yngvesson
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  2. John Siraj-Blatchford
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Correspondence to Tina Yngvesson .

Editor information

Editors and Affiliations

  1. Griffith Institute for Educational Research, Griffith University, Mt. Gravatt, QLD, Australia

    Susanne Garvis

  2. School of Education, La Trobe University, Melbourne, VIC, Australia

    Therese Keane

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Yngvesson, T., Siraj-Blatchford, J. (2023). A Way Forward for Preschool Teacher Education and Technology. In: Garvis, S., Keane, T. (eds) Technological Innovations in Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-2785-2_5

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  • DOI: https://doi.org/10.1007/978-981-99-2785-2_5

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