"Tänk att få uppleva teknik!" : En studie i hur förskollärare med teknikutbildning uppfattar teknik samt hur de undervisar i ämnet.

Sammanfattning: Abstract Previous research has shown how technology as a subject in preschool is considered difficult to implicate and has therefore been a subject not prioritized. According to previous research, lack of knowledge in technology among preschool teachers are the reason to why the subject is considered difficult. Teachers in various studies have requested more knowledge in the subject in order to be able to handle the technical assignments in the curriculum. Therefore, we chose to show “the good example” by focusing on a specific group of preschool teachers educated in the technology. We chose these preschool teachers in order to show how teachers with education in technology can implement technology in preschool education. The aim of the study was to find out how teachers with education in technology perceived technology as a subject in the curriculum and how their perception influenced their teaching of technology in preschool. Observations of three teachers while each of them carried out a technological activity along with a following interview were the method used to collect data in this study. As the method of analysis, phenomenographic analysis were chosen, as it is a suitable method when people’s interpretations and perceptions are examined. The results of the study show that preschool teachers show a good understanding of technology and that that is visible in their teaching of technology in preschool. The preschool teachers started from the children’s own experiences and often connected to the ongoing thematic work of the department. Technology education was usually spontaneous, based on the children’s interest and curiosity at the moment, but also well-planned and structured technological activities occurred.