In this essay, I have examined what has been studied and presented in the theory of ICT in schools. I have based my theory on Arne Trageton’s book Att skriva sig till läsning – IKT i förskoleklass och skola (2005) and theories on children’s reading and writing development.

The purpose of this study is to determine how teachers and children experience teaching with Trageton’s ICT-based model Att skriva sig till läsning and whether the model is beneficial for children's first reading and writing.

Through qualitative interviews with two pedagogues from the same school and some children from first grade, I have received answers to my two questions:

1. How do pedagogues and children experience ICT-based teaching in the context of children's first reading and writing?
2. How do pedagogues experience the reading and writing development in first- and second-language students when using ICT-based teaching?

The results showed that both pedagogues and children were positive about the model in which the computer was used as a writing tool in learning to read and write. The teachers felt that the model was suitable for all children according to their conditions.

The children saw the writing as very enjoyable. For the ICT-based teaching to work properly, the technology has great significance. The usage of computers is not a problem for neither the pedagogues nor the children. Access to computers is perceived as the reason why there are only two scheduled ICT-based lessons a week