Independent thesis Advanced level (professional degree), 10 credits / 15 HE credits
The aim of this thesis is to study preschool-teachers’ experiences from using the computer
tablet as a tool for learning and teaching, in order to gain knowledge of how the integrational
process of information and communications technology (ICT) in preschool has progressed
since its instatement. The background that caused interest to make this study was the rapid
progression of the use of ICT-tools in childrens’ everyday lives and the troubles that have
surrounded the process of integrating these tools into preschool-practices. The theoretical
basis for the analysis of the research lies within the socio-cultural perspective. The methods
used to gather empirical data were discussions held in focus-groups consisting of teachers
from three different preschools in Sweden where the theme of the discussions were computer
tablets. In accordance with a socio-cultural approach to verbal communication as data the
discussions were seen as socially situated practices. The results of this study were that tablets
were only in part integrated with school-activities as they were well used for by the
pedagogues for purposes such as organizing, documentation and communication but not as
well used among the children due to different circumstances. Another finding of the study was
that teachers find that they often lack the ICT-competences required to develop good learning
situations and conditions for their students with the computer tablets. Based on the teachers’
testimonies not only is there a need for in-service training for teachers but perhaps also
necessary to provide teachers with further direction for work with computer tablets, how they
should be used and the extent of their role within preschool settings.
2015. , 34 p.
computer tablets, mediation, artifact, co learning.