摘要：In this article a qualitative study about preschool teacher’s perspectives on digital technology in Early Childhood Education and care (ECEC) is presented. The research question is: What challenges and possibilities with digital technology does preschool teachers meet in educational practice in kindergarten? The results are based on empirical data from group interviews with the pedagogical staff in three Norwegian Early ECEC institutions. The study is anchored in socio cultural perspectives on knowledge-building. The results are presented and discussed within three categories: knowledge, process and vision. Finally, among other things, the meaning of critical reflection when it comes to implementation of digital technology is discussed.
关键词：Content in the ECEC; curriculum; ICT; Digital technology; Critical reflection; Phenomenography
