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Digital tools are getting more and more space in both the society overall and in the school world. Skolverket have tried to catch up with the rapid development and in 2018 they revised the curriculum with purpose to with the purpose of integrating the use of digital tools. Writing about programming and digital skills was added, which means a change not only in what the students should be given the opportunity to develop, but also what teachers need to have knowledge about in order to be able to conduct their teaching. This study aims to investigate how five active teachers in grades 4 - 6 use digital tools in their teaching, which advantages and disadvantages they experience with digital tools, and how they experience their own digital skills. From a socio-cultural perspective, the teachers' perceptions and thoughts are presented without any final answers being given. Semi-structured interviews were used to collect empirical material, where five teachers were interviewed. The aim of the interviews was to gain a deeper description of teachers' own perceptions of digital tools. The interviews were transcribed and analysed thematically to achieve a result. The teachers interviewed in this study describe their use of digital tools in different ways, but my interpretation of their answers is that it is mostly used as a type of replacement for textbooks and writing books. When describing possible advantages and disadvantages of digital tools, flexibility is a common feature. According to the teachers, digital tools contribute to, for example, more formative assessment and individualisation of tasks. Another aspect that is described is the ability to visualize things in several different ways, for example by being able to easily interact with text, sound and image. One disadvantage mentioned is the disturbance that is added, where the pupils easily get into for example YouTube instead of working with what they have been instructed to do. As far as the teachers' digital competence is concerned, it is perceived as enough, but that there are opportunities for development. One common opinion is that more competence development on the subject should be conducted at the workplace, instead of in the spare time, which is now the case. _______________________________________ Keywords : digitala verktyg, digital kompetens, education, digital tools, digital competence

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Syftet med den här studien är att undersöka och få en inblick i hur förskolepersonalen beskriver att de arbetar och förhåller sig till barnens lek, samt vilka uppfattningar de har om barn som inte leker och hur de arbetar för att stärka barnens lekförmåga. Det för att kunna ta del av förskolepersonalens synsätt och strategier som de använder för att stödja och utveckla barnens lekförmåga. Detta eftersom lek är något oerhört viktigt för barnens lärande, utveckling och välbefinnande. Den metod som användes för materialinsamlingen blev kvalitativa intervjuer med fyra förskolepersonal. Datan har därefter analyserats utifrån Knutsdotter Olofssons perspektiv på lek och dess teoretiska begrepp. Studiens resultat visar att Knutsdotters lekteori återfanns i förskolepersonalens svar. Teorin kom till uttryck när förskolepersonalen berättade om lekregler, lekkoder, samspelssvårigheter, språksvårigheter, otrygghet, inte störa leken och pedagogens deltagande i leken. Studiens resultat visar att förskolepersonalen är väldigt medvetna om lekens goda egenskaper och arbetar på ett sätt som, enligt Knutsdotter Olofssons perspektiv på lek, är nödvändigt för barnens utveckling av sin lekförmåga.