Digital technology in preschools. From the viewpoint of pioneers

Abstract

In 1999 National Curriculum Guide for Preschools (Menntamálaráðuneytið [Ministry of Education], 1999) was published, which promoted computers as part of the preschool curriculum. The main purpose given was educational equality, the aim was to ensure that all children had access to computers regardless of their family situation. Hence, children with no access to computers at home would be able to learn about them and technology in school. When the curriculum came into force, some preschools had already introduced computers as a teaching tool. After the publication of the curriculum, an increasing number of preschools took the steps needed to introduce computers. It could be said that computers are not new in Icelandic preschools; however, it is important to remember the beginning. It is essential to learn from history, especially now with the second wave of technological education in preschools at its peak and 21th century skills in the making.

Smart technology is becoming a stronger aspect of the lives of young children and they have access to technology earlier than ever before. Schools have embraced the new technology and it has widely become part of the preschool curriculum. In that light it is of vital importance to look at the impact of technology on the lives and learning of young children. Studies have been conducted that show both the positive impact of technology on young children’s learning and its limitations, or even harmfulness. This research emphasises the development of computers as part of preschool education over the past twenty years. The aim of the research is to investigate the development of computers as an aspect of the preschool curriculum over the past twenty years. The point of departure in this paper is the introduction of computers in the 1999 National Curriculum Guide (Menntamálaráðuneytið [Ministry of Education], 1999), progressing toward the release of smart technology in recent years.

Data was gathered by interviews with seven pioneers in the use of technology in preschool education. The focus was on their experience, views and beliefs. All participants were initiators of the introduction of computers in preschools both before and following the publication of the National Curriculum Guide for Preschools in 1999 and they are all still using computers and technology with preschool children today. Half-open questions were asked, concentrating on two main aspects. The subject focused on the use of computers in preschool teaching, emphasising preschool education and work with young children. The first set of questions dealt with the technological development of preschools around the year 1999 and then similar questions were asked concerning the introduction of tablets and smart toys. Additionally, questions were put forward about the initial implementation of computers into the preschool curriculum, compared with their experiences of today, and the lessons they had learnt from the whole process. The interviews, which lasted 60-90 minutes, were transcribed and analysed in themes.

The results indicate that significant experience has been gained since the introduction of computers more than twenty years ago. There have been technological developments in preschools and technological devices have been used in a variety of ways in children’s education and curriculum. The interviewees consider it important to clearly distinguish between teaching children to use technology and how teachers use technology when working with children. They say that computers and tablets are the teaching tools they use, both purposefully and spontaneously, in a variety of ways. Digital literacy comes from using computers in various ways, so teaching children to use a computer is not the main goal but rather seen as a byproduct of other educational work. It is clear, that the views of the interviewees are mostly similar, even though their teaching methods may vary when it comes to using new technologies. Most of the participants had personal experience using technology before they introduced it to preschool children; some had worked with different kinds of technologies with children before computers were formally introduced as part of the preschool curriculum.

Introducing digital technology to the preschool curriculum was not always an easy journey. Many teachers had difficulty getting enough equipment or even the correct equipment needed. In some cases, this issue has remained. The teachers are critical of the preschool system and believe that more lessons could be learned from what has already been gained in the field of digital technology in preschools. They also claim that there is lack of purposeful goals regarding resources. The teachers want to focus on targets, creativity and the integration of digital technological use, both in methods and subjects. They also want to use varied teaching methods and seek out new ways of teaching. They believe that a positive attitude towards technology is one of the prerequisites for the teacher to succeed in working with both digital and other technology in preschools.