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The aim of the study is to contribute insights into digital tools in technology education in preschool. The study examines preschool teachers’ perceptions of digital tools and their impact on children's interest in teaching. In order to find this out, the study also examines preschool teachers’ different knowledge and experiences since it can have an impact on how they see and work with these tools. The study's scientific approach is based on a hermeneutic perspective that forms the basis for the qualitative method choice in the form of interviews. It can be stated that the preschool teachers' knowledge varied despite the fact that they had received further education. It was possible to identify some uncertainty about the use of digital tools in technology education. Furthermore, it can be stated that the informants considered several different advantages of digital tools. They saw opportunities to use digital tools through educational development. These opportunities were for example when preschool teachers considered that digital tools added a depth for the education and as a reinforcement of what the children were doing.

The purpose of the study is to increase the knowledge of preschool teachers’ perceptions and experiences of the work with digitalization in preschool. The study is based on twelve qualitative interviews with active preschool teachers from four different municipalities in western Sweden. The result shows that all preschool teachers are positive about the digitalization in preschool but that they have different views on what the digitalization work entails. In practice, everyone has access to similar digital tools, but the tools are used to varying degrees by preschool teachers. The study shows that a combination of digital knowledge and driving force in preschool teachers is required for the children to be given the opportunity to develop digital skills. Although in most cases there was no relevant education in the subject, there was a driving force and an awareness among preschool teachers about the importance of their educational role in the work with digital technology in preschool. There was little in-service training pertaining to digital technology in preschools, despite that most preschool teachers had come a long way in their domestication process of digital tools. Most have domesticated the tools they use outside the children's group to a greater extent than the tools they use in the children's group. According to the study increasing competence in combination with personal drive and collegiate learning are important elements for successful domestication of digital technology in preschool.