Several projects have contributed with knowledge about the impact of educational technology in secondary schools, while a lack of knowledge remain about primary schools and pre schools. 2007 the European Commission EACEA called for tender to cover this lack of knowledge. A proposal which aimed to provide a comparative analysis report detailing the main strategies for the integration of ICT in educational settings for young children in 27 European countries and Norway, Liechtenstein and Iceland was formulated. The proposal was met with approval and the study will start during spring 2008.The study aims to contribute to identify the main impact on learning and learners, on teachers and teaching, as well as on primary school development plans and strategies. The comparative analysis will also provide evidence on which to base a set of recommendations on the integration of ICT in education. It will particularly strive to identify the main drivers and enablers for effective and efficient use of ICT, allowing proposing recommendations for policy makers taking into account the environmental background specially focusing cultural, social, and economic factors. The study will address questions about possible transfer of results and context dependency. Another issue highlighted will be in what sense outcomes can be related to ICT policies.

The first phase of the study will give a review of available literature, analysing and reporting on the results of the national ICT policies implemented in the countries covered by the study. This part of the study will take into account examples of good practices. The purpose is to analyse comparatively the approaches adopted, the main results obtained at national level, the environmental key features which influence the achievement of results, as well as to identify strategy topologies and provide evidence on which to base policy recommendations. In the next phase of the study the review of literature will be followed by surveys and case studies. The case studies aim to deepen the understanding about teachers teaching and learners learning and their mutual participation in learning processes with means of educational technology.

In this contribution some preliminary results from the Swedish literature review will be reported. As the study will be conducted during the spring and early summer, there are no results to report at the time when this abstract is written, but the first analysis will be concluded in the end of the summer and able to present in the conference. The results expected will hopefully contribute to share and distribute different ways of thinking about policy making, about teachers and children’s interaction and about different cultures of viewing meaning making and assessments.