Peer-reviewed article
Digitalisation in early childhood education: a domestication theoretical perspective on teachers’ experiences
Sofie Lindeman, Maria Svensson, Ann-Britt Enochsson ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examines how twelve early childhood education teachers in Sweden use or do not use digital tools when working with children aged 1-5 years. The researchers found that teachers integrated digital tools to varying degrees, with tablets and beamers being most useful for direct work with children. Administrative tools were adopted more readily than teaching tools. The study identifies digital competence, personal motivation, and ongoing professional development as key factors for successful use of digital tools in early childhood settings.
Key points
- Teachers integrated digital tools to different extents across nine ECE institutions
- Tablets and beamers were the most useful digital tools for direct work with children
- Digital tools for administration were adopted more extensively than those used with children
- Digital competence with pedagogical understanding is essential for successful integration
- Personal drive and professional learning and development are critical factors affecting digital tool adoption
Limitations
The study is based on qualitative interviews with only twelve teachers from one country (Sweden) and reflects their subjective experiences and perspectives. The findings may not be generalizable to ECE settings in other countries with different contexts, resources, or approaches to early childhood education.
Abstract
Abstract The aim of this study is to increase knowledge of teachers’ understanding and experiences of using, or not using, digital tools in Early Childhood Education (ECE). The study takes a domestication theoretical approach based on interviews with twelve teachers from nine ECE institutions working with play-based learning with children aged 1–5 years from four different municipalities in Sweden. The study answers the following two research questions: In what ways, and to what extent, do teachers integrate digital tools in their work? What practical, symbolic or cognitive aspects affect their work with digital tools? The teachers have integrated the digital tools to different extent. The most useful tools for working with the children are tablets and beamers, which are devices that can be used in various ways. Digital tools used for administration are domesticated to a greater extent than the tools teachers use with the children. The study further shows that important factors in the successful domestication of digital tools in ECE include digital competence, including pedagogical aspects, in combination with personal drive and professional learning and development.