Engl. transl.: What were your thoughts just now? Digital tools and collegial learning processes in preschool

The study analyses collegial learning of preschool teachers in relation to children’s use of digital learning tools in preschool. The purpose of the study was to investigate how preschool teachers can understand, change and improve learning situations where digital tools are used under the supervision of a film teacher, a collaborative preschool colleague, and a researcher. The results show how five dedicated teachers, without any special interest in digital tools, start using tablets in preschool as a learning tool to achieve the curricula goals of communication. The design-based experiment model used in the study is based on design-oriented theories. The design-based experiment led to an in-depth reflection area for the teachers, a meeting place for collegial learning processes, which can lead to preschool development.

The use of the digital tool had a positive impact on the interactions between individuals and betweeen individuals and artefacts. The study participants demonstrated having an ability to make learning situations meaningful for the children. However, insufficient distribution of digital tools made creative teaching more difficult. Both internal and external actors were important for the successful preschool development process. The experimental model used in the study provided necessary structure and concrete exercises for the preschool teachers, providing support for them also through a reflection space it created for their dialogue and collegial learning processes that resulted in an increased understanding and evidence-based development of new digital practices to form part of their preschools' everyday pedagogical work.