The problem area that the study examines is how Lindström's (2008) theory and model can be conceptualized in the integration of digital technology and how it affects children's learning and development as well as preschool teachers' attitude to digital technology. This study is conducted both qualitative (semi-structured interviews) and quantitative (surveys) for empirical work. The study is limited to Skåne, which means it was conducted with respondents in Skåne. In the qualitative study, the participants are two preschool teachers who have also answered the questionnaire (Appendix 2), while in the quantitative study, the participants are from different professional categories such as preschool teachers, childminders and pedagogues in order to get a broader and diverse perspective on the problem area. The study's results showed that digital technology is important for children's learning and development. In order to make the use of digital technology more efficient and for the children to benefit in the best way from the education that the preschool offers, it is important that preschool teachers and other workers receive education in it. When investigating the preschool teacher's methods and strategies in the integration of digital technology, it emerged that also in both the results and the analysis part that Lindström's (2008) theory and model invisible concepts "learning ABOUT", "learning IN", "learning THROUGH", "learning WITH", “divergent learning” and “convergent learning” are used in different ways. The central conclusion is that digital technology is important in preschool and with the help of Lindström's (2008) theory and model can be used as a method and strategy to promote children's versatile learning.