Teachers’ pedagogical strategies when creating digital stories with young children

Abstract

Digital technology is a central part of young children’s everyday lives in most societies today. This paper contributes to current research by exploring two teachers’ pedagogical strategies when creating digital stories together with groups of six kindergarten children (age 4–5). The study has a qualitative, multiple-case study design. The analysis was performed inductively across the two cases. The findings show that when creating digital stories with young children, teachers’ various pedagogical strategies are equally important for the process and product: Inviting to dialogue, Explaining the practical, and Instructing for results. An encouraging tone characterises the teachers’ communication. The research findings contribute to knowledge of how teachers involve groups of children in technology-mediated story creation processes by highlighting the pedagogical perspectives when using digital technology.