Information and communication technology (ICT) is an essential part of our everyday life, as the technology in different ways simplifies and streamlines our daily behavior at work and at home. By interacting with the technology we are able to communicate with other people, in a variety of ways through a variety of media. Preschools should in an enjoyable and varied way reflect the propagation of digital tools in society and the learning tablet has become increasingly common in early childhood education. This tool has many features and capabilities, for example, it may allow for occasions of linguistic interaction with various interlocutors, media and genres, which can develop children's communication skills.
The purpose of this paper is to examine the conditions for and use of the learning tablet as a digital tool in the child's development of literacy, in preschool.
The study is based on a smaller survey of preschool managers and interviews with three teachers who are actively working with the learning tablet in preschool. I believe that this method is the best way to fulfill the thesis purpose.
The result shows that the conditions in the preschools are relatively similar. Preschool managers' experience of learning tablets and there approach to the use of learning tablets in preschool, is mostly positive. Every preschool which the informants are representing have access to learning tablets, in different extents. What distinguishes the preschools apart is how the practical implementation is carried out. The results also show that the effect is relatively similar. The interviewed teachers talk about a conscious use, a present educator and a meaningful learning context. The different situations, in which children use the learning tablet, have literacy as a common denominator. The teachers don’t use the concept of literacy, but they describe situations for language and communication, from a sociocultural perspective.