ABSTRACT
This chapter focuses on one kind of technology, the tablet computer, recently introduced in many Swedish preschools. It then examines what kind of activities evolved when children and teachers in a Swedish preschool used tablet computers, how they participated in these activities and what kind of learning was made possible. The results showed that mainly two types of activities evolved: activities that were initiated by the children and allowed for them to exert agency and to explore, and activities that were planned by the teachers beforehand and were more strictly organised. An important finding was that children and teachers, in both types of activities, had difficulties in coordinating their perspectives. The chapter focuses on empirical data from a larger study of children's activities with tablet computers in a Swedish preschool. The chapter then contributes with empirically grounded research on the use of tablet computers in early childhood education.
