The purpose of this study is to investigate how teachers define ICT and i which ways they implement ICT in their teaching. A further purpose is to investigate which factors that affect the possibility to implement ICT in the classroom. To be able to investigate these subjets I prepared following questions:

In which ways does the teachers implement ICT while they are teaching swedish?

How does the teachers define the term ICT?

Which factors affect the possibility to impement ICT in the classrom while teaching swedish?

The theoretical framework of the study is based on different ways on implement ICT in the classroom and a definition of the the term ICT. A further theoretical view is presented as framefactors that has an impact on possibilitys of teaching. The study is based on a qualitative method witch both interviews and observations. The study shows a variation of results. Accordnig to the informants the meaning of ICT is everytime you use technology while they are teaching. The study also shows that teachers implement ICT in various ways. They use an interactive whritingboard or projector as a complement during presentations, they use ipads as a whriting device. They also use ICT in other ways such as doing different quizzes using a program called kahoot and as a helping device in the pupils reading process. The study also shows that there is many different factors that affect the possibility to implement ICT in the classroom. Time and the variations of rescources are both factors that has an impact on the uce of ICT in the classroom. Another factor that affected the use is school culture and the ICT konowledge of the individual teacher.