Preschool teachers’ experience of technique and technology in preschool : A phenomenographic study of preschool teachers’ conception of technique and technology in preschool

One of the preschool’s tasks is to create conditions for children's learning and development regarding technology and technical processes. This study intends to contribute with preschool teachers’ experiences and conception of the phenomenon of technology in preschool. I have therefore conducted five semistructured interviews with preschool teachers from three different preschools. The study is based on a phenomenographic approach. Preschool teachers express that there is technology all around us, but that they sometimes lack ways to implement technology in teaching with the children. The results showed that technology teaching takes place in the preschool's learning environments, both in unplanned and planned activities. Furthermore, that the preschool teachers work consciously with both analogue and digital artefacts in play. The preschools have different technology resources, which in turn affect the children's opportunities for technical knowledge. This mainly applies to which digital tools the children can explore, and the accessibility differs between the preschools. The results show that the technology content of teaching is often integrated into project work, which means that there is a lack of a clear focus on technology alone. Furthermore, technology teaching usually takes place spontaneously, in the preschool’s learning environments. When it comes to planned technology teaching, it is described as digital rather than analogue. The conclusion is that there is a great need for greater awareness when and how the technology is investigated with the children. Technology tends not to be given as much space in the activities as technology is often intrigued in the preschools’ project work or together with other subjects, such as natural sciences. The problem is, among other things, that digital and analogue technology are seen as opposites and not complements. It is the digital tools that should be in focus at preschool and not screen time. Keywords: Phenomenography, preschool, preschool teachers’ conceptions, technology as a phenomenon and learning object.