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It uses semistructured interviews and phenomenographic analysis within a broader practice-based development project combining language development and a collaborative model between teachers and researchers. Findings identify four qualitatively different ways of experiencing technology.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/preschool-teachers-experiences-of-technological-concepts-in-relation-to-everyday-situations-in-the-preschool/600344/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/preschool-teachers-experiences-of-technological-concepts-in-relation-to-everyday-situations-in-the-preschool/600344.png","ImageObject",300,407,{"name":42,"@type":43},"RuangKosong","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"What are the four qualitatively different ways preschool teachers experience technology?","Question",{"text":63,"@type":64},"Exploring techniques; exploring techniques using artefacts; exploring artefacts as technology; and developing constructions using artefacts.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},600344,1792160917,{"code":4,"msg":74,"data":75},"success",[76,80,84,88,93,97,102,106,111,114,118],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":77,"show_sort_weight":78,"slug":79},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":81,"show_sort_weight":82,"slug":83},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Exam",70,"exam",{"id":89,"doc_module":4,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},"Technology",50,"technology",{"id":98,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},7,"Healthcare",40,"healthcare",{"id":103,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":104,"slug":105},8,30,"research-report",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},9,"Religion & Spirituality",20,"religion-spirituality",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":109,"slug":113},"World Cup","world-cup",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":115,"slug":117},10,"Lifestyle","lifestyle",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":89,"slug":121},19,"General","general",{"code":4,"msg":74,"data":123},{"doc_id":71,"user_id":124,"nickname":42,"user_avatar":125,"doc_module":4,"category_id":103,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":131,"language":132,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":12,"update_tm":136,"read_time":137},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Preschool teachers’ experiences of technological concepts in relation to everyday situations in the preschool  \nMaria Svensson, University of Gothenburg, Sweden Jonna Larsson, University of Gothenburg, Sweden Ann-Marie von Otter, University of Gothenburg, Sweden Helena Sagar, Municipality of Kungsbacka, Sweden Pia Williams, University of Gothenburg, Sweden  \nAbstract  \nCommunicating technological concepts in preschool is of vital importance for developing the quality of the technology teaching practice and children’s language skills within the content area. The aim of this study is to describe how preschool teachers discern technology in relation to everyday situations in preschool. The study is part of a larger practice-based research and development project focusing on language development and technology teaching practice in preschool, while simultaneously developing and trying a collaborative model between preschool teachers and researchers. The empirical data for this study is generated by semistructured interviews with preschool teachers. Data analysis employs a phenomenographic approach. Focus is directed towards how preschool teachers experience technological concepts in everyday situations in preschool. The findings include four qualitatively different ways of experiencing technology; exploring techniques; exploring techniques using artefacts; exploring artefacts as technology and developing constructions using artefacts.  \nKeywords  \npreschool education, technology teaching practice, techniques, language development, phenomenography  \nIntroduction  \nTechnology as content knowledge in early childhood education is an emerging field of research that has gained increasing attention, both nationally and internationally. Studies in relation to technology show that preschool teachers' content knowledge, along with their pedagogical knowledge to approach different parts of technology, is of vital importance for teaching in preschool (Sundqvist, 2016; Turja et al., 2009) . A deeper understanding of the content knowledge can contribute to preschool teachers’ development of capabilities and a more confident attitude towards teaching technology. Consequently, this may contribute to higher quality through an increase the number of teaching opportunities, extend the pedagogical experiences in approaching children's questions about technology, and thereby further develop the teachers' content knowledge. However, research shows that preschool teachers often lack in-depth understanding of technology as a content in the preschool context (Sundqvist & Nilsson, 2018; Sundqvist et al., 2015) . This might add uncertainty among the preschool teachers regarding using and teaching adequate technological concepts, which, in turn, may have negative impact on their ability and motivation to create activities for children to learn and  \ndiscover technology (Thorshag & Holmqvist, 2018) . Furthermore, it has been shown (Larsson, 2018) that scientific concepts need to be explicit within preschool activities to raise children’s awareness of such concepts.  \nDialogue and communication about technology between children and preschool teachers in varied situations, has proven to be important for high quality teaching (Fox-Turnbull, 2010; Larssson, 2018; Svensson, [et. al](et. al)., 2019) . This requires good knowledge by the preschool teacher of relevant technological concepts. A high-quality preschool teaching practice is characterized by preschool teachers’ competence to create conditions for children’s learning and to clarify and communicate an object of learning (Brostrøm & Veijleskov, 2009; Marton & Booth, 1997) . Teaching in preschool includes supporting all children’s learning experiences by relating and responding to children in dialogue, developing child-focused strategies, and to challenge children’s thinking while uniting play, care and education (Sylva et al., 2010; Williams & Sheridan, 2018) . Preschool teachers’ content knowledge and their ","cbCaid6PRnKZqLHK","https://ap.wps.com/l/cbCaid6PRnKZqLHK","pdf",469162,15,"English","# Abstract\n# Introduction\n# Technology in Preschool","[{\"question\":\"What are the four qualitatively different ways preschool teachers experience technology?\",\"answer\":\"Exploring techniques; exploring techniques using artefacts; exploring artefacts as technology; and developing constructions using artefacts.\"}]","Preschool teachers’ experiences of technological concepts in relation to everyday situations in the preschool | PDF",1792090502,38]