The aim of this study is to increase knowledge of teachers’ understanding and experiences of using, or not using, digital tools in Early Childhood Education (ECE). The study takes a domestication theoretical approach based on interviews with twelve teachers from nine ECE institutions working with play-based learning with children aged 1–5 years from four different municipalities in Sweden. The study answers the following two research questions: In what ways, and to what extent, do teachers integrate digital tools in their work? What practical, symbolic or cognitive aspects affect their work with digital tools? The teachers have integrated the digital tools to different extent. The most useful tools for working with the children are tablets and beamers, which are devices that can be used in various ways. Digital tools used for administration are domesticated to a greater extent than the tools teachers use with the children. The study further shows that important factors in the successful domestication of digital tools in ECE include digital competence, including pedagogical aspects, in combination with personal drive and professional learning and development.

这项研究的目的是增加教师对幼儿教育（ECE）中使用或不使用数字工具的理解和经验的知识。这项研究采用归化理论方法，对来自九个欧洲经委会机构的十二名教师进行了访谈，他们与来自瑞典四个不同城市的1-5岁儿童一起进行基于游戏的学习。该研究回答了以下两个研究问题：教师在何种方式和程度上将数字工具整合到他们的工作中？哪些实际，符号或认知方面会影响他们使用数字工具的工作？老师们在不同程度上集成了数字工具。与孩子一起工作的最有用的工具是平板电脑和投影机，它们是可以以多种方式使用的设备。用于管理的数字工具比教师用于孩子们的工具更大程度地被驯化了。这项研究进一步表明，在欧洲经委会成功驯化数字工具的重要因素包括数字能力，包括教学方面的能力，以及个人驱动力和专业学习与发展的结合。