Towards a digital preschool community: Applying activity theory to explore teachers’ views and use of digital tools in science activities

Abstract

As a result of the increasing digitalisation of society, integration of digital tools has recently been made imperative in the Swedish preschool curricula. This study explores how experienced preschool teachers enact this task when teaching science. Thematic analysis of 13 teachers’ descriptions of why and how they integrate digital tools revealed that digital tools were purposefully used to simultaneously expand science learning and foster fundamental values according to the curriculum. Children’s perspectives, interests, and agency were foregrounded in all activities, and digital and analogue tools were combined to complement children’s various ways of learning and provide opportunities for creativity and exploration. The use of Activity Theory as an analytical lens showed that varying epistemological views within communities might cause tensions when experienced teachers pursue their visions of introducing digital tools. An implication of the study is that varying epistemological views and competences within preschool communities need to be resolved to pursue future digitalisation of preschool science at a larger scale.