“Technology is Like My Thing”: Swedish Preschool Children’s Digital Competence in Using an Infrared Camera

Abstract

Digital technology has become a natural part of our life. Children in Swedish preschool are no exception. Digital tools are widely used in Swedish STEM education, from preschool to higher education. The Swedish preschool curriculum brings forth the technology subject as an important area and children should be given the opportunity to explore technology they encounter in everyday life. In preschool education, digital tools are primarily used as a teaching tool, but few studies have focused on young children’s ability to understand digital tools from a technology perspective. Therefore, the purpose of this study is to investigate preschool children’s ability to interpret and use the affordances of a previously unknown digital tool, an infrared camera. Two planned teaching activities with eight children, 5-6 years old, were video observed in their preschool. The results show that the digital design of the infrared camera is functional for the children. Early in the activity, they express understanding of how different colours represent different temperatures. In addition, their previous experiences with touch screens and the mobility of the infrared camera enable them to explore its affordance independently. The study identifies a three-step process in the children’s exploration: The children first explore the artefact, showing strong interest in its affordances and functionalities, engaging with it as producers of images, and deleting and navigating among images. Second, they use the camera to investigate heat as a physical phenomenon, designing their own inquiries. Finally, the digital functions spur the children’s imagination, and they involve the infrared camera in play, combining investigative and imaginative activities, such using the infrared camera as a spy camera. In conclusion, the children show considerable digital competence in relation to a previously unknown digital tool.