Welcome to our article where we will focus on the benefits of integrating digital technologies in early learning environments.

 

During early childhood education, young children develop a sense of initiative and creativity. They are curious about the world and about learning.

 

Digital touch technologies like tablet computers and smartphones, in particular, have become an integral part of their daily lives. It makes sense then to provide one outlet for them to demonstrate this through the effective integration of digital technology in early childhood education.

 

As you might already know by now, technology isn’t just a staple in life but now education. The importance of ICT for education is not based on the use of technology itself, but on the rich context they provide for activity of children and resulting cognitive development.

 

Additionally, many educators believe that ICT can help children develop their competencies even before they go to school, and this is the reason why today many countries are developing ICT strategies for early childhood education.

 

 

This article will outline the guidelines and trends in early childhood education to enable you to make informed decisions when integrating technology in the preschool classroom, kindergarten learning environments or beyond.

 

 

 

 

 

The Use of Digital Technology in Education

The use of digital technology in education aims to ensure that inclusive and equity quality in education for all is achieved. They are an integral part of children's education and has emerged as an essential tool to achieve this goal.

 

The digital technology in education that you will learn about in this article has made a paradigm shift in the entire education system and have had powerful impact on education.

 

What is digital technology in education?

 

Examples across all sectors include word processing, spreadsheets, advanced web-searching skills, animation and drawing, podcasting just to name a few. These examples of digital technology in education are just a small sample of some of the most common types.  It is also worth noting that much of it does not just end in the sector itself but spans across all sectors of education with the only difference in its use is the level of sophistication due to the demands of the curriculum.

 

The question on how important is technology in education will be further answered through the context of examining the early stages of learning. You can read why technology is benefits of technology in education here!

 

 

 

 

How is technology used in early childhood education?

The above question is one of the most frequently asked questions that early childhood educators continually ask us.  It is an interesting question as I prefer to ask about technology integration in early childhood education.

 

When integrating technology in early childhood education you are effectively supporting ICT capabilities as young children use technology in their play and in key intentional learning moments.

Technology integration is today one of the leading trends in early childhood education.

 

 

Key Benefits in ECE

However, let’s first examine the benefits of technology in early childhood education as it is pertinent to understand its significance for early learning. In a nutshell, these benefits include:

• It affects the people and environments that surround young children’s learning;
• It offers new opportunities to strengthen many aspects of early childhood education practice such as communication and collaboration, creativity, socio-dramatic play, and learning to learn;
• There is support for the integration of technology in early childhood classrooms and the development of ICT capabilities.

 

View the full list of benefits here!

 

 

 

 

Role of Technology in ECE

Given these benefits we now delve into this deeper by looking at the role of digital technology in early childhood education. As Bolstad (2004) stated “there is a growing recognition of the many different ways that ICT can contribute to, or transform, the activities, roles, and relationships experienced by children and adults in early childhood education settings” (p.5).

 

Potentially there is several roles that technology can play in the early learning environment. Examples include:

• Children using computers to play games, listen to stories, or draw pictures;
• Children using ICT equipment in games or role-play activities;
• Using the Internet to locate information or resources, sparked by children’s interest in a particular topic or idea;
• Taking digital photos, videos, or audio recordings of activities in the early childhood education setting and reviewing these together, or sharing them with parents;
• Practitioners and children using ICT to build portfolios of children’s work, to use for evaluating progress in children’s learning and development;
• Using videoconferencing, online discussion communities, or email, to communicate with other practitioners, parents, or researchers, or to share news and information about what’s happening in the early childhood education centre.

 

 

 

 

 

 

The Pros and Cons of Technology in ECE

Earlier on, I spoke about the benefits of technology but before I explore the negative effects of technology in early childhood education I want to start of this quote from Presky and Tapscott:

 

“The key to the effective integration of ICT is how the technology is used and employed. Not in the teaching of the technology itself”.

 

The reason why I wanted to do this is that this is very important for you to keep in mind as you read through what research suggests are the pros and cons of technology in early childhood education. It is crucial to weigh into this as we continue to move forward into digital society and finding the right balance is the key.

 

To help you achieve this, listening to the podcast “Navigating the Digital Jungle with Sue Atkins and Friends” is the best way to start, and you can listen to her free as a member of the ICT in Education Teacher Academy today.

 

In a study published by UNESCO and authored by Kalas (2010), the contrast between the negatives and the positives uses of technology in early childhood education is quoted especially well by Adams and Brindley (p.49) in Hayes and Whitebread (2006):

 

“Model of the passive child in front of the computer screen only holds until one has actually experienced young children interacting with any form of technology, whether it is a programmable robot, a digital camera

or a computer. Immediately, one witnesses the engagement, the social intracavity and collaboration, the creativity that is stimulated and the potential of ICT for young children’s learning becomes very clear.”

 

What are the Pros?

Integrating digital technology in early childhood classrooms can:

• Enhance learning opportunities;
• Support skill development;
• Facilitate communication;
• Offer innovative learning tools;
• Promote digital literacy and capabilities;
• Make learning more fun and interactive;
• Can promote creativity and self-expression.

 

We show you how all this can be achieved as a member in the ICT in Education Teacher Academy where you get everything for free for just $20 AUD per month.

 

Now for the Cons!

 

What are the Cons?

It is important to note that much of the literature that encourages the refraining of ICT in early childhood education has computer games in mind.

 

There are concerns about:

• Harmful physical effects on young children – this is related to excessive screen time that can lead to issues such as reduced physical activity, poor sleep patterns, and difficulties with social interaction.
• Harmful and inappropriate content – with so much content accessible on the Internet it can be difficult to monitor what children are exposed to. New digital technologies are both increasing children’s learning opportunities and bringing new potential risks and new worries for parents and teachers that children may be damaged or harmed.
• Social, emotional and cognitive development – it is said that overuse can sometimes lead to developmental delays.

 

Despite such concerns ECE practitioners in key studies as well as in our membership will point out to you that attentive, thorough and knowledgeable integration of ICT across curriculum is the best answer to most of the concerns.

Research has indicated that many of these risks can be eliminated through the complex integration of technology in early childhood education.

 

 

 

 

What is technology in ECE?

There are many examples of technology in early childhood education that can be used depending on the age of the young child and if it is indeed developmentally appropriate.

 

What digital technology in preschool do you currently have available? Here are some common ones that you may want to bolster your capabilities in to ensure the development of digital learning in preschoolers today.

 

How to get over 20 preschool workshop ideas as a member today?

When it comes to integrating technology in the preschool classroom it is important that you are involved in complex and continuous professional development. This is because the productive process of integrating digital technology in preschool is not straightforward.

 

Our membership in the ICT in Education Teacher Academy offers a wide range of preschool workshop ideas that answer key questions in relation to the process of integrating preschool technology in early childhood education.

 

Research suggests that these questions include:

• How is this process initiated, motivated and encouraged?
• Which categories of ICT are used in the centres (and which practices reported in literature are underused)?
• How are these technologies being implemented and used, how do teachers manage activities with ICT – indoors and outdoors, how are ICTs accepted and exploited by girls and by boys, what are successful activities and recommended organizational forms?
• What is the actual level of ICT competencies of ECE teachers and how is their professional development organized?
• What role do parents play in this process, why and how should we create and support the centre–parents partnership?
• What are the areas of concern about children’s safety and health in the digital world, how can we exploit ICT in favour of children’s development in all domains?
• What are other roles of ICT in ECE centres?
• How can ICT be used to support children with special education needs?
• What kind of ICT curriculum are we constructing, what are our educational and developmental goals and instruments to achieve them?
• What are the most frequent obstacles of this process and how do we cope with them? Where are we at present, and where do we go from here, what are our plans for further development?

 

 

 

Understand ‘How to teach computers to preschoolers’

Supporting the digital learning of preschoolers is achieved through the development of preschool practitioners’ capabilities in digital technology. As a member of the Academy, you will gain access to workshops such as ‘How to Teach Computers to preschoolers’.

Most workshops come with embedded preschool technology lesson plans free of charge.

 

 

Learning skills on a ‘need-to-know’ basis

Most multimedia programs MS PowerPoint, Stop Motion Studio (this is an app that you can get for both iPhones and Android phones) require some type of basic training with the help of a tutorial.

 

Imagine if you could access all these tutorials in the one place!

 

This takes you down the educational path as a member of the ICT in Education Teacher Academy of discovering ICT.

 

By the end of any tutorial or workshop involving multimedia programs, you should be able to:

• Use basic technology in preschool for creating and processing different multimedia  files – software applications for recording and processing sound, video editing software and graphics editing software for creating animations;
• Use headphones and microphones (or headsets) for working with sound;
• Use digital cameras such as your smartphone or tablet computer to record a video;
• Understand legal issues of using multimedia programs.

 

 

In early childhood education, there are many opportunities for creative expression with young children when creating their own digital stories. For example, the story, script, images, narration, ordering, visuals and soundtracks – with all of these opportunities, young children can create something that is personal and individual.

 

Here are some steps to get started:

1. Decide on the theme or topic for the storybook – this can sometimes be opportunistic when for example the class is participating in a particular activity, and you have decided that if you take some digital images of them participating in that activity they could write a narrative for the images.
2. Create the storyboards – think about how the digital story will look. Is there a particular program you want to use – perhaps PowerPoint because it is easy to use, MovieMaker, or an app such as ‘Draw and Tell’.
3. Import the images into the program.
4. Add the narrative – if the program has a voice recorder, it can be an excellent tool for recording narratives and this helps those who struggle with writing. Choose a child that can write the script or just go un-scripted!
5. Add special effects and transitions – do this sparingly and resist these as they are not necessary. Let the images speak for themselves.
6. Think carefully about how the digital story will be exported – try using software with more common file extension formats such as Windows Movie (wmv) and resist new formats to ensure that everyone will be able to play them.

 

Digital Touch in Preschool

Mobile learning in early childhood education has take off since the introduction of digital technology for preschoolers such as laptops computers and tablets. It is especially so since tablet computers have become commonplace in most early learning environments.

 

This is because the digital touch technology allows access to a range of applications that young children can use frequently.

 

Other digital touch technologies may also include IWB and digital tables but it is the tablet computer that offers the most strategies for you to apply.

 

For example, iPads if the correct strategies are applied can be used for literacy, art education, drawing and writing on screen, storymaking, and digital media literacies.

 

Programmable toys “gives children agency, develops their self-esteem, and helps them see themselves as active learners and problem-solvers in their own enacted stories. It gives them opportunities to learn through observing, modelling and imitating of behaviours, when appropriately scaffolded by educators” (Kewalramani, Siraj-Blatchford & Palaiologou, 2021).

 

 

 

To get started, here are some steps that you can take:

Step	Activities/Actions
Planning	Co-design activities and provocations based on children’s existing schemes (strengths and interests). Introduce the robots intentionally via play-based demonstrations and allow children to tinker with them freely but safely.
Emotional scaffolding through problem-based scenarios	Through story-telling and empathy-based situations, engage children in inquiry-based conversations. Encourage them to use verbal communication skills to share their ideas. For example, finding solutions to a problem centred around the robot (such as the robot might be running out of battery, or a bridge might fall down on the robot—ask the children how they might save the robot from dying.
Building children’s creative-inquiry skills	Allow ‘wait, think, share’ time for children to brainstorm with their peers on how to solve the posed problem. Generate a social–emotional learning environment where the robot is the central theme in the children’s stories. Support the children in programming/coding the stories and tasks for the robot to perform or act out/role play. Give them time to understand social cues, such as turn-taking while speaking, and regulate behaviour while communicating with their peers. Ask open-ended questions to generate inquiry conversations amongst the children and let them think out loud while proposing solutions to the posed problem.
Promoting adult–child, peer–peer and child–robot interactions	Note the multi-interactions between the adult, child and the robot (remember the robot can also move, talk, act, smile, laugh). Examples of interactions include children posing a question or a problem, response to a question, communicating a solution to the problem, hands on experimentation (coding the robot) to solve a problem. Educators should invite children to represent their thinking through drawings and constructions using, for example, blocks and everyday materials (blending of physical and digital modalities).
Sharing of children’s ideas and representations emerging from robotics free play	Allow time for whole-group discussions and invite children to share their emergent ideas, constructed artefacts and drawings. This enables a deeper and richer learning experience, fostered through a social and emotional inquiry process.

Source: The Spoke (2021)

 

IWB allow for multiple users and can be used for many subjects in your curriculum. They provide opportunities to facilitate the development of ICT capabilities such as how to touch and manipulate the screen as well as enabling the development of fine and gross motor skills.

 

The effects of technology in early childhood education can truly be felt when the emphasis on placed on the strategies and not the technology itself.

 

 

 

 

In the 21^st century, it is essential that as both parents and professionals we ensure that young children receive the help they need to develop their own sense of independence and an understanding of the world around them.

 

This part of our technology in early childhood education article will discuss the importance of assistive technology in early childhood education, particularly in a learning environment and its beneficial impact on young children with disabilities.

 

Assistive technology in early childhood classrooms ranges in complexity from simple, low-tech technology such as crayons with a large grip to high-tech tools such as computerised devices that can speak the thoughts of someone who struggles to communicate verbally.

 

Here are some examples of technology in early childhood education and some practical tips.

 

• Roller-ball mouse – these come with an oversized trackball which moves the cursor for a child who struggles to grip and use a standard mouse.
• Zoom features – magnify the computer screen or mobile device to make it easier to use for children with low vision.
• Switches – simple buttons that can children can select by using their hand, head or other method, to perform a computer command such as click, or by typing on a switch accessible keyboard.
• Speaking Apps – there are some apps for tablet computers that ‘speak’ words a child selects on a screen.
• Digital storybooks or Apps – to make more interactive and usable for children who struggle to use or focus on standard print books.
• Videos – these are a good way for redirecting behaviour when a child is unhappy as well as for teaching social skills.
• Closed captioning – this is a great tool if you have hearing impaired children as it allows them to still be able to understand what is being said on the screen.

 

 

Additionally, if a child is wearing a glove and they need to use a touch-screen then you can cut off one finger of the glove to help a child use a touch screen by isolating a single finger.

 

The impact of technology in early childhood education is today felt throughout schools. Today, one of the most important influences on the success of ICT in schools is the confidence of teachers and their enthusiasm to make it work. It is interesting to learn that most new ideas are first tried in a special-needs context where teachers and aides work together to understand the benefits and find solutions.

 

ICT in early childhood education can bring specific benefits to children with SEN within all of the following areas:

• Increasing motivation
• Improving access
• Raising expectations and achievement
• Facilitating differentiation
• Providing alternatives
• Engaging with the real world
• Facilitating assessment
• Supporting administration
• Supporting home and community links

 

 

Technology integration in early childhood education has been recognised as one of the leading trends in early childhood education. It represents a substantial development influencing the approach of service providers and the experiences of families utilising early childhood services.

 

The early childhood sector particularly in Australia is evolving and today is guided by advancements in digital technologies along with a holistic approach to child development.

 

It is for this reason that you engage in complex and continuous professional development as it is the key to the productive process of integrating digital technologies in early childhood learning activities.

 

 

 

 

 

How a Simple Workshop Sparked a Big Shift in Sienna’s Practice

Sienna didn’t wake up one morning ready to integrate artificial intelligence into her preschool classroom. She started where many educators do—with a question.

 

Scrolling through social media during her lunch break, she saw the phrase “AI in early childhood education” pop up again and again. At first, she shrugged it off. But then curiosity set in.

 

What does AI actually look like in an early learning context?
Is it appropriate for young children?
Am I falling behind if I don’t at least understand it?

 

Later that evening, Sienna opened her laptop and started looking for answers. What she found was overwhelming.

 

 

Some sources described AI as a revolutionary tool for personalising learning, generating creative content, and supporting children’s diverse needs. Others warned of data security risks, screen time concerns, and developmentally inappropriate applications. The more she read, the more confused she became.

 

 

She wasn’t looking for hype or headlines. She was looking for a trustworthy space to make sense of it all.

 

 

 

 

What Is AI in Early Childhood Education—and Why Does It Matter?

Artificial Intelligence (AI) is already part of the broader education landscape—and it’s beginning to enter early childhood conversations too. But what does that really mean?

 

AI refers to computer systems designed to replicate human thinking—like recognising patterns, generating text, or providing tailored responses. In ECE settings, AI is starting to appear in tools that:

• Generate story starters based on themes and children’s interests

• Adapt learning prompts to children’s developmental stages

• Assist with documentation, observations, and planning

• Support communication through speech-to-text and image generators

 

 

In simple terms, there are three types of AI that educators may encounter:

• Generative AI (like ChatGPT or Adobe Firefly): These tools generate text, images, or story ideas based on input.

• Adaptive AI: These tools adjust learning tasks to a child’s responses, often embedded in early learning software.

• Assistive AI: These tools provide voice typing, text prediction, or visual aids to support children with communication needs.

 

 

A 2023 report from CELA highlights the need for caution and clarity—AI has potential, but its use must be ethical, intentional, and educator-led. Similarly, The Sector notes that AI is becoming inevitable in education, and early childhood professionals must be prepared to evaluate its value critically (The Sector, 2023).

 

Supporting this, a 2023 study in Early Childhood Education and Care argues that AI’s impact on early childhood will be “monumental,” but only if educators are equipped with the tools and knowledge to guide its integration.

 

Sienna began to realise something: it wasn’t about whether she would use AI in her teaching. It was about whether she would understand it enough to make informed decisions.

 

 

 

Where AI Can Add Value in Early Learning

As Sienna explored deeper, she learned that AI doesn’t need to dominate the learning space to be valuable. In fact, it can be used to enhance everyday activities when guided by professional judgement. For example, AI can:

• Prompt creative storytelling by generating characters and opening scenes

• Offer differentiated instructions or vocabulary tailored to a child's language level

• Support non-verbal learners through voice recording and speech-to-text tools

• Help animate children’s drawings for interactive storytelling

• Reduce the time spent on documentation through summarised transcripts or generated reflections

 

 

 

However, she also realised that while AI could be supportive, it needed to be applied carefully.

 

 

 

Risks to Consider

Concerns she read about included:

• Data privacy – particularly in apps that collect or store children’s responses

• Screen time – ensuring digital tools supplement rather than replace sensory play

• Over-dependence – avoiding the risk of AI leading learning rather than supporting it

 

 

She began to understand that it wasn’t about rejecting AI—but about ensuring educators remain at the centre of its use.

 

 

 

How Sienna Found the Support She Needed

Still feeling unsure, Sienna reached out to a fellow educator online. They’d once exchanged ideas about integrating technology with play-based learning. That colleague replied with a single message:

“Everything I’ve learned about digital tools—including AI—I’ve found through the ICT in Education Teacher Academy. You might really like it.”

 

 

Sienna clicked the link. The home page didn’t shout about AI or overwhelm her with tech talk. Instead, it offered something she hadn’t found elsewhere: a structured learning journey designed for early childhood educators.

• No assumptions about her digital skills

• No pressure to use tools she wasn’t ready for

• Just a clear, supportive space to learn at her own pace

 

 

 

She noticed that AI was one of the topics mentioned inside the Members’ Library, along with downloadable guides, lesson ideas, expert insights, and a professional workbook to track growth.

 

Sienna didn’t join right away.

 

She bookmarked the page. Came back a few days later. Read a blog (just like this one). And then, one evening after feeling stuck in another AI-related rabbit hole, she returned and signed up—not to learn everything at once, but to start putting the pieces together.

 

 

 

What She Learned About AI as a Member

Inside the membership, Sienna didn’t just get content—she got clarity.

 

She found a series of educator-focused presentations, written reflections, and planning resources that gave her a clearer understanding of AI, including:

• What AI is (and isn’t) in the early years

• Practical ways it could support creativity, assessment, and communication

• How to think critically about privacy, ethics, and responsible use

• How to apply AI tools intentionally in alignment with the EYLF and her teaching philosophy

 

 

It wasn’t just about downloading tools. It was about learning how to decide if a tool was right for her context—and how to document and reflect on that choice.

 

One resource she explored helped her consider how AI could be used to support non-verbal communication, another highlighted ways to create animated storytelling experiences with children. The membership even included guidance on how to evaluate AI apps for their developmental appropriateness—something no other platform had explained so clearly.

 

Bit by bit, what once felt overwhelming became manageable.

 

 

 

How the Workbook Turned Knowledge into Progress

For Sienna, reading about AI gave her awareness. But it was the Membership Workbook that gave her direction.

 

As she explored AI content inside the membership, she didn’t want to just collect ideas—she wanted to use them meaningfully in her practice. The workbook helped her do exactly that. It wasn’t just a set of forms or templates—it was a framework that supported real professional growth.

 

She began by recording her thoughts in the Professional Reading Log, where she could capture what she was learning and ask reflective questions like:

• How does this connect to my current teaching approach?

• What might this look like in my classroom, with my group of learners?

• What new thinking is emerging for me as I engage with this topic?

 

 

From there, she used the Lesson Planning Template to turn theory into action. With support from the membership’s resources, she planned a simple AI-inspired activity where children responded to creative story prompts. It wasn’t about using fancy tech—it was about giving children new ways to express themselves, and giving herself a chance to test what she had learned.

 

 

The transformation came not in the scale of the activity, but in the shift in how Sienna was thinking.

 

 

She was no longer just trying a new idea—she was planning with intention, documenting her goals, and tracking how children responded. She used the Reflection Pages to evaluate what worked, what surprised her, and what she’d do differently next time.

 

 

Most importantly, she started seeing patterns in her own growth. As she looked back at her notes, she realised:

• Her confidence had grown

• Her questions had changed—from “Should I try this?” to “How can I improve this?”

• Her practice was evolving—and she had the evidence to show it

 

 

The workbook didn’t just capture what she was doing. It became a mirror of her thinking, her choices, and her transformation.

 

 

Each time she returned to it, she wasn’t starting over—she was building on what she’d already begun.

 

 

 

Why the Membership Was the Right Fit—for Sienna, and Possibly for You Too

When Sienna first landed on the ICT in Education Teacher Academy website, she wasn’t looking for a membership. She was looking for answers.

 

She had come from the same place many early childhood educators do—a place of curiosity, caution, and a strong desire to get it right. She didn’t want to use artificial intelligence just because others were. She wanted to understand what it meant, whether it was ethical, and how it could actually support the children in her care.

 

And maybe that’s where you are right now, too.

 

You didn’t visit this blog looking for a program or a membership. You came because AI in early childhood education is a topic you’re trying to understand—and because you want to be thoughtful about how (or whether) to bring it into your learning environment.

 

That’s exactly what makes this membership different.

 

The ICT in Education Teacher Academy isn’t about rushing you into technology use or throwing random tools your way. It’s built to meet you where you are—with the questions you’re already asking—and walk beside you as you learn, apply, and grow.

 

For Sienna, it was the first time she found a space where:

• She didn’t feel behind or inadequate

• She wasn’t overwhelmed by tech language or abstract theory

• She could explore big topics like AI in ways that were directly relevant to her practice and her pedagogy

• She could build confidence slowly, supported by a structured workbook and a community of like-minded educators

 

The membership didn’t just give her access to resources. It gave her a pathway—from reading to applying, from reflecting to transforming her practice. And every new topic she explored—whether it was AI, documentation, or creativity—became part of her broader professional journey, not an isolated task.

 

 

 

So what does that mean for you?

 

If you're reading this, it likely means you're already the kind of educator who thinks deeply about what you bring into your learning environment. You're not satisfied with quick tips or surface-level strategies. You want ethical, well-informed, developmentally appropriate guidance.

 

That’s what this membership provides.

 

It gives you:

• Expert-led presentations and resources designed specifically for early childhood educators

• A workbook that turns those ideas into practical action—and helps you track and reflect on your learning

• A professional community that supports you as you move forward, at your own pace

• And content that doesn’t just answer your questions—it helps you grow into the next ones

 

For Sienna, it was the first step toward clarity, confidence, and meaningful integration of technology.

 

For you, it could be the start of the same transformation.

 

Because whether it’s AI, coding, documentation, or anything else the future of early childhood might hold—the real question isn’t should I use this? It’s:

 

How can I understand this, use it with purpose, and keep growing as a professional?

 

That’s the question the ICT in Education Teacher Academy helps you answer—one piece of the learning puzzle at a time.

 

 

Summary: Bringing It All Together

• AI in ECE is here, and it’s important to understand how to use it ethically, creatively, and developmentally appropriately.

• You don’t need to be an expert to get started. Like Sienna, you can begin with small steps that lead to deep learning.

• The ICT in Education Teacher Academy offers not just information, but structure, guidance, and tools to apply what you learn.

• The Membership Workbook turns learning into action and helps you track your transformation—making your professional development visible and achievable.

 

Are you ready to stop feeling unsure and start exploring AI in your early childhood setting with clarity, confidence, and support?

 

Join the ICT in Education Teacher Academy today and take your first step.

 

 

 

 

 

 

Strategies to begin the process of Integration in ECE

A thorough and complex integration of digital technology in early childhood education will establish boys and girls as confident users of digital technologies as a tool for learning, self-expressing and communicating.

 

For many early learning centres, it is the lack of special knowledge, deep and complex ICT competencies that is hindering their progress. This emphasises the importance of complex and continuous professional development including ICT competencies.

 

If you want to begin the process of integrating technology in preschool classrooms and you don’t know where to start, here are a few misconceptions to avoid first.

 

Firstly, integrating technology in ECE does not require a big budget. This is because technology integration in early childhood education is not about getting the latest and greatest technological development that is out there.

 

Integrating technology in the preschool classroom is about imagining the potential for learning of the available technology and taking the risk to explore possibilities.

 

What do you need then to start?

 

A strong will and a critical approach to your own pedagogical experience, perception of modern knowledge about the role of ECE, courage and the need to innovate.

 

You also need to have the curiosity and the itch to explore the potential of ICT to support this kind of transition.

 

The productive process of integrating digital technology in ECE can be started by a strong-minded principal or teacher with just one single programmable toy, digital camera or an ordinary computer.

 

 

 

 

We suggest the following strategies….

 

1. Develop YOUR potential – productive procedures and strategies should be sought to engage in the integration of ICT in early childhood education so that learning objectives are achieved and is authentic. If you decide to start to integrate digital technologies into play and learning processes of children at your centre YOU will need to develop your own ICT competencies for several reasons. You will need to plan and supervise ICT professional development for your staff. Be aware that this is a continuous lifelong process. This can be achieved through studying high quality sources such as what you will find as a member of the ICT in Education Teacher Academy. These provide  practical ideas about how to proceed. Additionally, you will also find examples of good practice within the membership that will contribute to your learning.Finally, research also suggests that you can look for more contacts and this is something that our community of educators allows you to do on your own terms. By actively taking part in the community discussions and conversations relationships can be forged and the sharing of information will be gained.
2. Classify your position - if you have decided to make this process more effective and intense it would be beneficial to you to determine your motivation and think about who would initiate this process and why. What the extrinsic and intrinsic motivations of the early childhood director or teachers? What are your goals? Which curriculum do you prefer and why? Do you see some benefits in this process, benefits that be impossible without new technologies?
3. Set up your goals and objectives – there should be clear orientation in the transition that you are trying to promote. So keep your goals and strategies simple and flexible, and think about the areas of learning, play and development. Clarify what is beyond your goals and why.
4. Build your environment – familiarise yourself with regulations and remember that your children’s being safe is the highest priority. Select and get the relevant technology for your early learning environment using the DATEC guidelines. Make the use of digital technologies an inclusive part of your space.
5. Promote the professional development of your staff – as a member of the ICT in Education Teacher Academy you begin your learning by evaluating the ICT competencies of yourself and your staff.

    

   With over 80 + workshops and resources to learn from you can involve your early childhood teachers in setting their own professional development and training agendas.

    

   

   This process is supported by the ability of members to track their progress through their membership with the help of their membership workbook. No matter what level of technology integration they might be at this will guide them in their own goals and agenda.  

 

 

 

 

 

 

How to achieve your PD Goals in ECE?

What are some professional development goals for preschool teachers? As a member of the ICT in Education Teacher Academy, here are some ways in which we help you achieve your professional goals in early childhood education.

 

 

Cultivate a Child-Centred Classroom

As a member of Academy, you will learn and apply the best practices to a responsive educator that prioritizes the interests of the young children. This will involve you continuing to adapt the ICT teaching methods and curricula to foster a love of learning, encouraging curiosity and supporting the holistic development of each child.

 

 

 

Enhance communication with parents and caregivers

We discuss in our workshops and resources how you can strengthen the lines of communication between parents and caregivers with Information and Communication Technology (ICT) to build trust and a sense of community, essential for a child’s success.

 

 

 

Integrate inclusive practices

Through learning and applying the strategies embedded in the content of the membership you will not only engage young children in learning with ICT but also develop and foster an inclusive learning environment.

 

 

Pursuing continuing education.

As a member of the Academy, you will be able to set a goal to further your own learning whether it be through our preschool workshop ideas, reading our eBooks, or applying the early years ICT resources freely available.

 

 

 

Read professional development books and articles

Enjoy access to our top technology in early childhood education articles and our eBooks based on our top PD workshops and resources as a member of the ICT in Education Teacher Academy.

 

 

 

Join a professional learning network

If you teach in Australia and am currently working on improving your proficiency level in the Australian Professional Standards for Teachers, then being a member of the ICT in Education Teacher Academy is just the place to be!
 
Here's why...!🤔
 
The amount and quality of workshops and teaching resources that you have at your disposal as a member which is aligned to the APST is HUGE!
 
Where do I start?⁉️
 
First up, as you know every workshop in particularly lists the APST standards. However, here is where it gets better for you!
 
Just because you are a member of the Academy you are effectively engaging in the following standard:
 
7.4.2 Engaging professionally with colleagues, parents/carers and the community.
 
There's more!
 

To progress in this proficiency level from here as a member, you can provide evidence of teacher practice in the following areas:

• Participation in teacher and professional networking meetings, including online educational forums, with reflections that show how knowledge has been broadened and/or practice has been improved and shared with colleagues.
• Participation in professional networking through face-to-face and online forums.
• Record activities undertaken in a professional network.
• Active engagement and recording of reflection on professional reading to extend knowledge
• Attending professional workshops with reflection on changes to practice.
• Memberships to profesional organisations.
   

Let me sum this up for you!
 
You are in a membership where you can professionally network with colleagues while at the same time engage in workshops with opportunities to reflect on the use of ICT in your practice.

 

 

 

 

Focus on personal wellbeing

We strive to ensure that while you are educating young children on the best ways to use digital technology as a tool for learning you are amplifying your digital wellbeing. Like bringing in leading experts such as Sue Atkins a prominent UK parental expert and Dr Kristy Goodwin who is Australia’s leading expert on this matter. Gain access to their podcasts and presentations 24/7 as a member.

 

 

 

 

 

 

How to use Technology in Kindy?

 

What is Technology for Kindergarten?

While there are many sources of information these days that offer details in relation to technology in kindergarten classrooms, one of the benefits that you will find in this article is that you will be able to get the answer that you need from your key question - ‘what is technology for kindergarten’.

 

The reason that you will come to this conclusion is that as with my online ece workshops for kindergarten teachers that make up my technology integration strategies in the classroom membership, I compile them all for you in an accessible way for you to understand.

 

In the next section, I will show you how to use technology in the kindergarten classroom but first let’s dive into kindergarten technology.

 

In my opinion, the best types of technology used in the kindergarten classroom are the ones that develop and support ICT capabilities. This type of technology conforms to the developmentally appropriate guidelines for technology in early childhood education.

 

They are best recognised and understood as a tool technology and it can be used in many different ways. The demands and possibilities will depend on whether your main objectives is to learn ICT techniques in the development of ICT capabilities, to develop an understanding of processes, or to apply familiar techniques/processes in learning other matters.

 

Additionally, will this type of technology in kindergarten children can be challenged intellectually with content-free software and their levels of control and decision-making is quite high.

 

Examples of technology in the kindergarten classroom include:

 

 

Computers

Through the use of computers, children not only develop important routines and ICT techniques in ICT capability such as keyboarding skills and functions, but also have access to generic applications that further promote the development of ICT capabilities such as Word Processors, databases, spreadsheets and drawing and painting programs. They also have to access to the Internet and the WWW at their fingertips where they can look for things of interest to them such as pictures of animals or people to learn and discover.

 

Examples include of course the following well-known kindergarten technologies:

• Desktop computers;
• Laptop computers;
• Tablet computers ie.iPads
• Interactive Whiteboards

 

While this is a form of kindergarten technology, IWB does not actually aid in the benefit in the development of ICT capability. They can be used in conjunction with applications that can, however, such as MS Word and drawing and painting programs. There are many different types out there that can transform your kindergarten technology lessons.

 

 

 

Programmable toys

Bee bots is just one example of technology in kindergarten that allows children to learn how to code or program. If you take them outside it would be good to take the mat with you as they don’t go too well on rough surfaces. Children can learn how to direct them where to go and they can create stories and other creations to go with the bee bot.

Other examples of programmable toys used in kindergarten classrooms include:

• Root Robot – great for introducing coding in early childhood education. It is compatible with iPads and Android devices. It also uses touch interaction to help young children.
• Cubetto robot – is also good in STEM in early childhood education and is ideal for Pre-K to kindergarten.
• Bluebots – similar to bee bots.

 

 

 

 

Defunct technology

Having non-working technology in kindergarten classrooms can bring many benefits to your kindergarten technology lessons. They can be taken outdoors without fears of them breaking and when they are incorporated into role play it can serve to promote the learning of ICT in their lives.

 

 

 

Child-crafted technology

If you want them to be really motivated than drop the hand-made technologies that they crafted earlier into the role-play boxes. Observe what happens as it offers them additional motivation as they play with things that they made themselves.

 

These types of technology used in kindergarten are what we focus on in the many online ece workshops for kindergarten teachers that are available right now in Academy membership.

 

 

 

 

How to use technology in kindergarten classrooms?

Throughout my studies into integrating technology in early childhood education there is one key point that is important to remember. That is, it is not about the amount of technology in kindergarten that you have but about learning how to use technology in kindergarten classroom effectively.

 

The above list that was recently highlighted is firstly not conclusive as technology development continues in our lives. 

 

You might have an itinerary of technology like this available in your kindergarten learning environment.

 

 

My point is that many websites these days claim to provide information about teaching strategies for kindergarten in relation to technology, but there is a clear distinction between both of these.

 

As you will find in my online ece workshops for kindergarten teachers, I provide innovative teaching methods for kindergarten that will help you to maximise your technology.

 

And have a positive impact on learning and development in early childhood education.

 

 

What are the teaching strategies for kindergarten that you will learn?

You will learn effective teaching strategies for kindergarten such as these listed here:

• How to introduce computer to kindergarten children?
• How to set up a kindergarten classroom for effective technology use?
• How to teach a kindergarten class with technology?
• Kindergarten observation examples
• Incorporating play-based learning activities for kindergarten.
• Developing fine and gross motor skills with technology in kindergarten
• Promoting creativity in early childhood education
• Fostering social and emotional development with technology in the kindergarten classroom
• Supporting literacy, language and communication development with technology in kindergarten.

 

And other high impact teaching strategies.

 

Technology integration in the kindergarten classroom is an instructional choice that generally includes collaboration and deliberate planning – both of which I emphasize upon in our online ece workshops for kindergarten teachers.

 

 

 

 

 

 

 

 

 

 

From ECE to Primary Education

Effective learning with technology in elementary education phase is still anchored to creative activity, experimental and purposeful activity.

Important capabilities are learnt to provide students with the exit skills required for secondary education.

 

Let’s get to it.

 

Progression in Capabilities from ECE to Primary

We are now entering the stage of the technology neophyte – students starting from year 4 and who are beginners and have a solid grounding in the basics and are ready for more complex learning experience with technology.

 

By the end of primary schooling, students should be described as being ‘digitally fluent’ – that is, they will start to consolidate and build on their skills.

 

Progression in ICT capabilities at whatever state is only facilitated when more sophisticated ICT in primary education is required by the curriculum.

 

What are your ICT tools in Primary Ed?

Digital fluency in primary education is achieved with the following digital technology in primary schools.

Here are some technology activities for elementary students…

 

Word Processing

• Creative writing
• Journals
• Templates
• Simple desktop publishing
• Creating tables

 

Spreadsheets

• Different formats for a variety of data means that spreadsheets can be used in many different content areas.
• Collate and present information collected in a survey
• Analyse information collected in a table or chart format
• Do mathematical computations of both small and large sets of data

 

 

Advanced web-searching skills

• Searching for specific information
• WebQuests
• Research-rich tasks that support class themes
• Website critiquing – making a fun activity out of the quality of a site.

 

 

Stop-motion Animation.

• Creating original animated movies
• Entering online animation competition
• Re-creating scenes from storis or poems studied in class
• Create an animation that illustrates a current issue.

 

 

Podcasting

• Interviews – recorded by students
• Class radio show – set up as a podcast
• Monthly podcast for parents
• As an assessment item

 

 

Foundations for Success: How Educational Theories Shape Technology Integration in Early Childhood Education

Sarah, a passionate early childhood educator, joined the ICT in Education Teacher Academy with a simple goal: to find new ways to enhance children's learning with technology. She had always believed in creating vibrant, meaningful learning environments, but she wasn't sure how to integrate technology beyond occasional tablet games.

 

When Sarah downloaded her first lesson plan from the membership library — "Learning About Computers" — she was intrigued by how it emphasized active, hands-on exploration. As children explored computer parts and basic functions, she realized she was tapping into constructivist theory.

 

Constructivism in Action:

• Children built knowledge through direct experience with ICT tools.

• The lesson encouraged active reflection on experiences, a key constructivist principle.

• Membership tools used:

  • Lesson Planning Templates to map learning intentions.

  • Observation Guide to track how children constructed understanding.

 

 

Motivated by this success, Sarah reflected using the membership workbook's Observation Guide. She noticed that when children collaborated on the computer activity, their discussions deepened the experience. They asked each other questions, gave tips, and celebrated successes.

 

 

Social Constructivism in Action:

• Collaboration using technology strengthened cognitive development.

• The social environment was structured to encourage shared problem-solving.

• Membership tools used:

  • Community Reflection Prompts to guide discussions.

  • Wisdom Tool to seek differentiation strategies for collaborative tasks.

 

 

Encouraged by the positive impact, Sarah decided to explore outdoor technology activities next. She downloaded the "Digital Nature Walk and Photography" lesson. As children captured patterns and textures in the environment, Sarah saw situativity in action.

 

 

Situativity in Action:

• Knowledge was tied to real-world contexts (nature, outdoor environments).

• Changing settings (indoor to outdoor) led to new learning opportunities.

• Membership tools used:

  • Observation Guides to document situational learning.

  • Planning Templates to embed learning within authentic contexts.

 

 

Guided by the Academy’s Success Path and using her membership workbook, Sarah began intentionally planning opportunities for metacognition.

 

 

Metacognition in Action:

• Children engaged in "thinking about thinking" during technology activities.

• Reflection and strategy discussion were embedded into daily routines.

• Membership tools used:

  • Success Path Reflection Logs to scaffold reflective practice.

  • Observation Templates to track metacognitive behaviors.

 

 

Throughout her journey, Sarah noticed another layer: children's motivation skyrocketed when using technology. The affective aspects of learning were undeniable.

 

 

Affective Aspects in Action:

• Technology use enhanced children's self-esteem and motivation.

• Disengaged learners re-engaged through structured technology experiences.

• Membership tools used:

  • Critical Reflection Templates to document emotional engagement.

  • Planning Supports to design motivating ICT activities.

 

Summary Table: Theories Embedded in the Membership Content and Resources

 

Learning Theory	Connection to Membership Content	Membership Resources Supporting It
Constructivism	Children construct knowledge through hands-on ICT activities	Lesson Planning Templates, Observation Guides
Social Constructivism	Collaboration strengthens cognitive development through tech	Community Reflection Prompts, Wisdom Tool
Situativity	Learning tied to real-world settings (outdoors, environment)	Observation Guides, Planning Templates
Metacognition	Reflection on strategies during tech activities	Success Path Reflection Logs, Observation Templates
Affective Aspects	Motivation and self-esteem boosted by technology experiences	Critical Reflection Templates, Planning Supports

 

Sarah's journey through the ICT in Education Teacher Academy was not just about downloading activities; it was about embracing a transformative approach grounded in powerful educational theories. Each step on the Success Path — from Adoption to Adaptation to Transformation — was made tangible through the Academy's structured resources, planning templates, observation guides, and community support.

 

 

Today, Sarah's classroom is a vibrant space where technology in early childhood education is seamlessly integrated. Children build knowledge by doing, reflect together, apply skills across settings, and see themselves as capable explorers.

 

 

If you’re ready to move beyond occasional tech activities and start a real journey of learning with technology, the ICT in Education Teacher Academy offers the structured support, professional growth, and practical resources you need. Like Sarah, you’ll not only transform your classroom — you’ll transform your teaching.

 

 

Start your journey today with the ICT in Education Teacher Academy — where professional growth isn't just a possibility; it's the path we walk together.

 

 

 

 

How Can Professional Development Support Educators in Using Technology Effectively?

In today's evolving educational landscape, technology in early childhood education plays a vital role in enhancing learning experiences. However, successfully integrating digital tools into the early years classroom requires more than just access to technology—it demands ongoing professional development to ensure that educators have the knowledge, skills, and confidence to use ICT effectively.

 

 

 

Why is Professional Development Essential for Technology Integration?

Without technology in the classroom professional development, many educators struggle with:

• Understanding which digital tools are developmentally appropriate.
• Balancing screen time with hands-on, play-based learning.
• Aligning technology use with best practices for technology in early childhood education.
• Feeling confident in using ICT to enhance children’s learning experiences.

 

 

Through high-quality ICT in early childhood education training, educators can move beyond simply using technology and begin facilitating meaningful learning experiences that support creativity, problem-solving, and cognitive development in young children.

 

 

 

The ICT in Education Teacher Academy: Your Guide to Confident Technology Integration

The ICT in Education Teacher Academy provides practical, evidence-based professional development designed specifically for early childhood educators. As a member, you will:

 

✔ Learn evidence-based ICT teaching strategies – Gain insights into how to use technology to support learning through structured workshops and expert-led training sessions.
✔ Access done-for-you lesson plans – Save time with ready-to-use, developmentally appropriate digital learning experiences that align with best practices.
✔ Receive ongoing support through workshops & mentorship – Join a community of like-minded educators, engage in live training, and get personalized guidance to enhance your ICT integration skills.
✔ Develop confidence in integrating digital tools into play-based learning – Discover how to use ICT purposefully to enhance creativity, problem-solving, and engagement in early childhood settings.

 

 

 

Take the Next Step in Your Professional Learning

By investing in early childhood education and technology professional development, you are not only strengthening your own teaching skills but also ensuring that young learners benefit from high-quality, technology-enriched experiences.

 

 

Join the ICT in Education Teacher Academy today and transform your approach to technology in early childhood education.

How are you currently integrating technology into your early childhood learning environment, and what challenges do you face in making it more effective?

$20 per month of $$$AVE and pay $200 per year and get 2 months FREE!