Förstärkt verklighet i undervisning för hållbar utveckling i förskolan

This project concerns Swedish preschool teachers’ descriptions of teaching sustainable development goals through augmented reality technology. Their statements about thematic work, children’s agency, teachers’ perspective, and augmented reality are analysed through a theoretical framework based on transduction and place. The importance of children’s agency in their exploration of local places associated with sustainable development goals is in focus, together with the value in treating augmented reality as a ‘what’, or content, in teaching before it can be used as a ‘how’, or tool, for teaching about another content. We especially investigate whether transducing meaning between different representations, such as physical places and the sustainable development goals in augmented reality applications, opens up fruitful discussions about, e.g. democracy aspects and source criticism between children and preschool teachers.