Through this project the considerations behind introducing iPads and deliberately choosing not to use technology in two respective kindergartens are analysed. The Danish government, the representatives of the municipalities (KL) and the collective Danish regions (Danske Regioner) developed in 2011 a digital strategy in which they recommend the use of technology in Danish kindergartens. Observations in two the two kindergartens: Børnehuset Søndersø which uses iPads and Selmers Børnehus which does not use iPads, give us an understanding of the necessity of the presence of technology in the development of children’s learning abilities and play. The observations are supported by two interviews with the respective managers of the kindergartens, Susanne Frølund and Benthe Hansen. These interviews show which values are depicted in the kindergartens. Bruno Latour’s Actor-Network-Theory give us an understanding of how important the iPad is for the child as well as how the network created between the child and the iPad can help answer the research question. The theory of systems and lifeworld by Jürgen Habermas is used to determine which elements the kindergartens possess of the two types of society. Furthermore this project features a discussion of the themes derived from the empirical evidence. The themes are following: resources, social interaction, communication between the parents and the kindergarten, learning and development, and creativity. Additionally will the intentions behind KL’s digital strategy be discussed. The purpose of the strategy which is to inspire and encourage kindergartens to start using iPads, divides the Danish kindergartens. Some agree and some disagree. The visions of KL are therefore not necessarily met in all kindergartens. The evidence derived from the research shows, that the iPad can create a greater solidarity in the kindergarten as well as contribute to the development of creativeness and new methods of learning and teaching. The efficiency improvement in communication between the parents and the kindergarten can improve their relationship and at the same time the kindergarten teachers will get more time to take care of the children. On the other hand the iPad can be criticised for hindering the development of children’s creativeness and social competences as only one child can play with the iPad at a time, and this is only within the iPad’s beforehand installed programs.