In recent decades the preschool has leaned more towards a learning-oriented pedagogy, where the subject of technology has been given a more prominent place. Still, studies on how individual preschool staff members perceive and teach technology is scarce. This study shows how seven preschool staff in Sweden describe their work with the subject of technology and how technology education is characterized in these descriptions. The data was produced by means of semi-structured interviews and a questionnaire and analyzed with narrative analysis. The results show very diverse practices of technology education, implying the learning possibilities for children in different preschools are not equal. Some of the staff describe a clear and conscious teaching of technology, while others describe teaching what can be viewed as a limited and/or shallow technology education, where technology is sometimes used as means for learning other subjects or contents rather than being the learning objective. Six ways to characterize technology education was found, namely: technology education (1) concerns technological objects and systems in children’s environment, (2) concerns learning to handle technological objects, (3) is doing experiments, (4) involves developing abilities, (5) is naturally included in children’s play and (6) departs from digital technology.

近几十年来，学前班更倾向于以学习为导向的教学法，其中技术主题得到了更加突出的地位。尽管如此，关于个别学前工作人员如何看待和教授技术的研究很少。本研究展示了瑞典的 7 名学前教育工作人员如何描述他们与技术主题相关的工作，以及这些描述中技术教育的特征。数据是通过半结构化访谈和问卷调查产生的，并通过叙事分析进行分析。结果显示技术教育的实践非常多样化，这意味着不同学前班的儿童的学习可能性并不相同。一些员工描述了清晰而有意识的技术教学，而其他人则描述了可以被视为有限和/或浅层技术教育的教学，其中技术有时被用作学习其他科目或内容的手段，而不是学习目标。发现了六种表征技术教育的方式，即：技术教育（1）关注儿童环境中的技术对象和系统，（2）关注学习处理技术对象，（3）做实验，（4）涉及发展能力，（ 5) 自然包含在儿童游戏中和 (6) 脱离数字技术。