In the present study, three different pre-school settings were investigated. The dual aim of the study was to analyse the teachers’ ways of relating to the computer as a tool in pre-school activity, and to describe the three learning environments focusing upon how the computer was used. Data were collected at three Swedish pre-schools, where one computer was available in each department. Three ways of relating to computer use were identified: as a threat to other activities, as an available option, and as an essential activity. A relationship was found between these categories and the three learning environments, characterized respectively as protective, supporting, and guiding.
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