By Michael Hilkemeijer
Feeling unsure about using technology in your preschool classroom?
Sarah, like many early childhood educators, had a few digital tools in her preschool classroom—a tablet, a Bee Bot, a laptop—but little confidence about how to use them well. She often asked herself, "Am I doing enough? Am I just using screens for the sake of it?"
Her goal wasn’t to overwhelm her preschoolers with technology. It was to make learning richer. And that’s when she discovered the ICT in Education Teacher Academy—a membership that offered structure, support, and real classroom-ready ideas. What followed was a transformation, one made possible by meaningful preschool technology activities, practical lesson plans, and a professional learning path that helped her grow every step of the way.
Each activity Sarah tried wasn’t just a task—it was a step forward in integrating technology in the classroom purposefully.
To truly understand how to use technology in kindergarten classrooms and integrate technology in the preschool classroom, educators need more than ideas—they need a framework that supports their professional growth. The ICT in Education Teacher Academy makes introducing technology to preschoolers straightforward through its curated library of preschool technology activities and lesson plans.
Whether you're exploring foundational technology in preschool education or looking for hands-on technology activities for preschoolers, the membership provides resources designed to meet the developmental needs of young learners. Members gain clarity on introducing technology in the classroom through practical strategies, step-by-step guidance, and a community that understands the importance of thoughtful, purposeful technology in the early childhood classroom.
With each activity, educators learn not only what works, but why it works—making technology in preschool both accessible and transformative. If you're wondering how to find the right technology for preschoolers, or looking to build confidence in delivering engaging, age-appropriate preschool technology experiences, the Academy provides all the tools you need.
Let’s explore how she used 9 classroom-proven technology activities and how the membership made each one more powerful, connected, and transformative.
1. Getting Started with Technology in the Preschool Classroom
Subheading: Laying the foundation for digital exploration and building confidence with ICT tools
Activity: Learning About Computers
EYLF Outcomes: 4.4, 5.5
APST Standards: 2.6.1, 3.4.1
Children explored a real computer—identifying the screen, keyboard, mouse—and practiced clicking, dragging, and typing simple letters or names using drawing and typing software.
How the Membership Helped:
Sarah used the workbook’s entry-level guidance to build digital familiarity, selecting tools that matched early learning outcomes. The Wisdom Tool suggested follow-up activities using drawing software. Sarah reflected on her own developing Technological Knowledge (TK)—learning how to support early ICT use and adapt for children with emerging fine motor skills. By sharing in the community and refining her approach, she started building confidence in selecting tools to expand learning opportunities.
Transformation Highlight: Sarah no longer viewed the computer as an isolated device but as an entry point to digital exploration. She began coaching a colleague on introducing typing games and documenting outcomes, modelling ICT integration beyond her own classroom.
2. Building Curiosity: Taking Apart a Computer
Subheading: Encouraging inquiry through hands-on engagement with digital components
Activity: Exploring Old ICT Devices
EYLF Outcomes: 4.5, 5.5
APST Standards: 3.3.2, 4.5.1
Children investigated the inside of a non-functioning computer using real tools and discussed what each part might do.
How the Membership Helped:
Sarah used the Safe & Ethical ICT Use workbook page to explore children’s understanding of technology beyond its surface. She shared photos and reflections in the community and received new ideas to guide children's inquiries. Through this, she grew her Technological Pedagogical Knowledge (TPK) by planning for inquiry-based engagement with ICT.
Transformation Highlight: Sarah developed a short digital safety guide with her team based on children’s questions about "what's inside". This positioned her as a leader in discussions about safe and meaningful digital engagement.
3. Creative Expression with Technology and Nature
Subheading: Blending outdoor exploration with multimodal digital storytelling
Activity: Digital Sound Safari
EYLF Outcomes: 4.2, 4.5, 5.3, 5.5
APST Standards: 2.6.2, 3.4.2, 4.5.2
Children recorded sounds from their outdoor environment and turned them into digital stories using Book Creator or iMovie.
How the Membership Helped:
The TPACK Growth section enabled Sarah to reflect on how digital tools, storytelling, and outdoor inquiry aligned. She created a structured sequence using the workbook’s planning templates and shared voice recordings in the community. She expanded her TPACK by understanding how to intentionally integrate content (environmental inquiry), pedagogy (storytelling), and technology (audio tools).
Transformation Highlight: Sarah was invited to demonstrate the Sound Safari activity to colleagues. She adapted it into a peer-led workshop, introducing new educators to digital storytelling as part of science exploration.
4. Language Development Through Programming
Subheading: Merging coding and early literacy to support communication and spatial reasoning
Activity: Bee Bot Alphabet Circuit
EYLF Outcomes: 5.1, 5.2, 5.5
APST Standards: 3.3.2, 3.4.2
Children coded Bee Bots to navigate across mats to spell out names and identify letters.
How the Membership Helped:
With the Wisdom Tool, Sarah adapted this for non-verbal learners using images and letter tiles. The TPK section helped her evaluate how direction-based language supported phonics learning. Through guided reflection, she learned to embed coding within a literacy goal.
Transformation Highlight: She co-created a multi-language alphabet mat and began supporting other educators in adapting the lesson for cultural inclusion. Her instructional strategies evolved to support differentiated communication using ICT.
5. Artistic Exploration with Programmable Toys
Subheading: Using technology to promote creativity, prediction, and visual design
Activity: Abstract Art with Bee Bot
EYLF Outcomes: 4.2, 5.3, 5.5
APST Standards: 2.6.2, 3.4.2
Children attached markers to Bee Bots and programmed them to create artwork.
How the Membership Helped:
Sarah reflected using the Creative ICT Integration template, realising how children combined coding, prediction, and visual outcomes. She documented how ICT sparked collaboration and iterative design, deepening her TPK and understanding of creativity in digital learning.
Transformation Highlight: She designed an indoor exhibition of children's Bee Bot art, documenting how technology enhanced the creative process. Her school adopted the activity in their cross-classroom exploration week.
6. Scientific Inquiry with Augmented Reality
Subheading: Leveraging AR tools to deepen observation, questioning, and environmental awareness
Activity: AR Nature Walk
EYLF Outcomes: 4.1, 4.4, 5.2
APST Standards: 3.3.2, 3.4.2, 4.5.2
Children used AR apps to identify and document flora and fauna in a digital nature journal.
How the Membership Helped:
Using the Infusion Workbook section, Sarah documented children’s predictions, pattern recognition, and questioning. Her Technological Content Knowledge (TCK) deepened as she selected AR tools that supported early scientific observation and classification.
Transformation Highlight: Sarah created a class digital field guide from student journals, supporting peers to apply AR tools in their own planning. She received feedback in the forum and expanded the activity to compare urban vs. garden habitat
7. Collaborative Learning with QR Codes
Subheading: Building digital literacy through interactive scavenger hunts and peer-led inquiry
Activity: QR Code Nature Hunt
EYLF Outcomes: 2.4, 4.2, 5.3
APST Standards: 4.5.2, 6.2.2
Children scanned QR codes in the outdoor area, revealing facts and digital prompts.
How the Membership Helped:
Sarah used the Digital Citizenship section to introduce responsible device handling and collaborative data collection. She reflected on how the use of QR codes enabled peer questioning and shared learning experiences. Her TPK advanced through her strategic embedding of tech into active exploration.
Transformation Highlight: Sarah led a centre-wide inquiry where children created their own QR codes linked to their artwork and facts. She mentored another teacher to implement it in an indoor context.
8. Early Maths and Digital Design
Subheading: Enhancing spatial reasoning and geometry understanding through digital creation
Activity: Drawing with 2D Shapes
EYLF Outcomes: 5.4, 5.5
APST Standards: 3.4.2, 2.6.2
Children used Paint 3D to create pictures using 2D geometric shapes.
How the Membership Helped:
Sarah mapped out her goals using the TCK section, connecting early spatial thinking with digital design. She reflected on how ICT enhanced patterning, shape naming, and symmetrical design.
Transformation Highlight: Sarah built a digital math portfolio to document and assess shape understanding through ICT. She began sharing digital portfolios in parent conferences and mentoring colleagues on documenting maths learning digitally.
9. Storytelling and Sequencing with Coding
Subheading: Developing logical thinking and narrative skills through programmable storytelling
Activity: Bee Bot Nature Coding Challenge
EYLF Outcomes: 4.2, 5.5
APST Standards: 2.6.2, 3.3.3, 3.4.3
Children built outdoor obstacle courses, programmed Bee Bots, and narrated a story during navigation.
How the Membership Helped:
Using the TPACK section and the transformation prompts, Sarah reflected on how story, coding, and physical play merged. She documented children’s planning, narrative development, and debugging processes.
Transformation Highlight: Sarah mentored another educator on linking ICT and literacy. She facilitated a multi-class Bee Bot storytelling event and showcased it in the community forum, receiving peer feedback and ideas for extension.
The Membership Made the Difference
Sarah’s transformation wasn’t about collecting devices—it was about the way she applied the activities as a member. With every lesson plan she downloaded and trialled, she was supported by a structured pathway, a reflective workbook, and an active community of professionals.
The membership workbook didn’t just help her plan. It provided a framework for:
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Clarifying the learning objectives aligned to EYLF outcomes.
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Selecting the right digital tool for the subject matter and pedagogical intention (TPACK).
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Reflecting on each child’s engagement and growth (using observation templates).
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Tracking her progression through a scaffolded ICT integration journey, from exploring basic tools to sharing her expertise with others.
Through the community, Sarah:
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Posted questions and received timely feedback on how to differentiate each activity.
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Discovered variations of activities for different age groups, classroom contexts, and digital resources.
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Was inspired by other members’ reflections and shared successes, which motivated her to try things she may have otherwise hesitated to explore.
By actively engaging with other educators, Sarah:
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Refined the Sound Safari activity by incorporating rhythm and music based on peer insights.
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Adapted the QR Code Hunt to an indoor version for rainy days, after reading another member’s creative workaround.
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Shared her Bee Bot Art Exhibition, prompting others to contribute ideas for digital portfolios and classroom galleries.
Her transformation was also marked by her ability to witness—firsthand—the success of the activities she implemented. As each preschool technology activity unfolded, she not only applied what she learned in the workshops and lesson plans, but began to see the deeper professional growth taking place. Using the workbook’s reflection prompts and Success Path checklists, Sarah was able to:
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Identify the strategies that helped children collaborate, problem-solve, and think critically with ICT.
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Connect activities to larger curriculum goals and APST standards.
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Reflect on and refine her teaching strategies based on student feedback and outcomes.
Eventually, Sarah moved into a mentorship role. She didn’t just apply activities—she helped others apply them too. When new members posted questions in the forum, Sarah replied with her adaptations, shared photos of her students’ learning, and uploaded resources she had created. She became a trusted voice in the community—someone who knew how to get started and how to go further.
The membership helped her:
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Move beyond activity execution to deep integration of ICT.
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Measure growth using the TPACK radar chart and workbook success path.
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Model best practices and ethical ICT use with peers and children.
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Build professional momentum by sharing and mentoring within a like-minded community.
Each activity—from the Digital Sound Safari to programmable storytelling—became more than a lesson. It became an opportunity for Sarah to lead, inspire, and contribute to a shared vision for technology in early childhood education. It was a professional milestone. Together, the workbook and community turned Sarah’s curiosity into confident leadership in technology in early childhood education.
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Accessing preschool technology lesson plans ready to implement
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Using a structured Success Path to track professional growth
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Developing TPACK, TPK, TK, and TCK through intentional activity planning
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Reflecting with a workbook designed for measurable learning
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Engaging in a community of educators sharing strategies and feedback
Each technology activity for preschoolers she implemented became part of a learning journey—from personal growth to community contribution.
From Lesson Plan to Leadership: What Sarah Learned
Sarah’s experience showed that downloading a lesson plan is more than just accessing an activity—it’s a doorway into a structured, professional learning journey. Through the guidance of the workbook and the support of the membership, she learned how to:
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Translate each activity into meaningful learning opportunities linked to EYLF outcomes.
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Use the Success Path and TPACK radar chart to track her own professional growth with confidence.
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Apply the principles of TK, TPK, TCK, and TPCK to create lessons that are developmentally appropriate, intentional, and reflective.
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Confidently adjust lesson plans using the Differentiation and Observation Tools provided in the workbook to meet individual learning needs.
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Use feedback from the membership community to continually adapt and refine lessons for maximum impact.
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Recognise her progress from experimenting with digital tools to modelling best practices and leading conversations around digital pedagogy.
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Save time by not having to create every lesson from scratch, but still gain the confidence that each plan was intentional, research-backed, and educator-tested.
She also realised that transformation comes from doing—not just reading. Through hands-on implementation of each activity, Sarah grew as an educator, and as a mentor. She understood how to make technology in preschool classrooms not only work, but flourish.
What will you learn when you download your first lesson plan and start applying it with purpose?
9 Approaches to Introducing Technology in the Preschool Classroom
As an early childhood educator, you have the task of balancing the use of technology through its effective integration into meaningful play-based activities.
And in the technology-driven world that we live in, it is essential that we introduce technology to young children in the early stages of their education.
This is because many young children are growing up with a genuine understanding of how to use digital technologies even before they enter your early childhood learning environment.
Introducing technology the correct way is especially significant if you are teaching in a low socio-economic area where most children may not have access to digital technologies.
Learning and applying these steps will ensure that all children in your care will develop the ability to advance their digital literacy capabilities and benefit from its successful integration into your early years curriculum.
Apply a structured approach
Children benefit from structured teaching at appropriate points in their development of ICT capability.
So any important learning tasks that involve the use of technology need to be introduced by the explanation and questioning of the children first.
This then needs to be concluded by further questioning and a clear summary of what has been learned.
Embed technology integration in meaningful activities
Another important thing to remember is that any there is a close relationship between ICT capability and knowledge, skills, and understanding in other subject areas.
Activities should be creative, purposeful, or experimental. For example, it is a good idea to introduce something like a spreadsheet in a number activity.
Become familiar with the technology first
The third point to remember is that being familiar with the software program is also key to introducing them at the appropriate time of a child’s development.
As you become familiar with them it would make it easier for you to determine when a child is ready to move on to learn about a new ICT technique or software program.
Discuss rather than demonstrate
Another point to remember is that many children who enter your learning environment are quite confident in their use of ICT in varying degrees.
These children expect to be able to explore new hardware and software with as little assistance from teachers and manuals.
It is, therefore, important that when you are introducing new software or hardware to these children you start by discussing what it can do and how it can be achieved, rather than merely demonstrating a fixed sequence of ICT techniques to achieve a single outcome.
Model the appropriate use
It is always better to set a good example yourself when using technology in your early learning environment. Show them how to use it meaningfully and purposefully so that they will learn these traits from you.
Ensure that you are respectful when using technology and set rules for technology use.
Start with the basics
At an early age, you can start with the basics of technology. For example, explain what a computer is and how to use it.
You may want to show them how to search for information on the Internet in a safe way. Don’t try to teach them too much.
Integrate DAP technology
Understand what is developmentally appropriate technology by reading the Developmentally Appropriate Technology in Early Childhood guidelines and don’t expose them to technology if they are under 2 years of age.
Choose the right ICT tools
Throughout my online PD for early childhood teachers, I discuss educational materials that are age-appropriate. These include the ones that give young children full control and involve a high degree of decision-making on their behalf.
Attach value to screen time
By introducing technology only for specific and controlled activities you can help young children to be discerning users of technology. This is strongly linked to my earlier point about introducing it to them during meaningful activities.
Keep the activities to controlled periods and integrate or use technology for educational games and specific learning sessions.
Why This Preschool Teacher Chose a Membership to Learn Best Practices for Integrating Technology
When Chloe began her new role in a community preschool, she was excited—but also anxious.
She had access to tablets, a Bee Bot, and a digital whiteboard, but didn’t feel confident using any of it meaningfully. “I know technology in early childhood education is important,” she thought, “but how do I use it in a way that’s purposeful and appropriate for 3- to 5-year-olds?”
She tried searching online for ideas, but everything she found was either too advanced, too vague, or didn’t align with her play-based approach. What she needed wasn’t just more ideas—she needed guidance, structure, and support.
That’s when she discovered the ICT in Education Teacher Academy.
A Structured Path to Confidence
From her very first download inside the membership—a simple but engaging digital drawing activity—Chloe realised this wasn’t just another resource site.
Every preschool technology activity came with:\n
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Clear links to EYLF outcomes
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Planning prompts aligned with curriculum goals
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Reflection templates to guide practice
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Community discussion threads with real feedback from other early years educators
Through the membership workbook and downloadable lessons, Chloe learned the best practices for integrating technology in the classroom—not just how to run an activity, but how to plan for it, scaffold it, and reflect on its impact.
From Hesitant to Helpful
Within weeks, Chloe was doing more than just using digital tools. She was integrating technology in the preschool classroom intentionally—with confidence and creativity.
She shared how she adapted the lesson for a mixed-age group in the community forum. Soon after, a new member commented, “Thank you for posting this! I’ve been stuck on how to introduce drawing apps with my 4-year-olds.”
Chloe realised her experience could help others too.
Why the Membership Stands Out
Unlike scattered activity ideas found online, the ICT in Education Teacher Academy is a professional learning hub designed specifically for early childhood educators. It’s where technology best practices in education meet real-world preschool classrooms.
You’re not just getting downloads. You’re getting a roadmap. A community. A framework for continuous growth in technology in early childhood education.
Want to feel confident about integrating technology in your preschool classroom?
Start your transformation today—inside the ICT in Education Teacher Academy.
Introducing Technology in the Classroom: How Olivia Took Her First Confident Steps
When Olivia began her role as a preschool educator, she knew she wanted to use digital tools—but didn’t know how to do so in a way that was intentional, age-appropriate, and aligned with learning goals.
Like many educators new to early childhood education technology, she worried about overusing screens, choosing the wrong tools, or overwhelming young learners. That changed when she joined the ICT in Education Teacher Academy and discovered a step-by-step approach to introducing technology in the classroom confidently.
✅ Step-by-Step: How Olivia Learned to Introduce Technology as a Member
Step 1: She downloaded a preschool technology activity with clear guidance
Her first lesson was a simple digital drawing activity designed for 3–5-year-olds. It focused on creative expression while introducing foundational ICT tools in a developmentally appropriate way.
Step 2: She followed the 9 Approaches outlined in the membership
Inside the membership, Olivia learned that introducing technology successfully involves more than just giving children a device. She applied these strategies:\n
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Started with basic introductions—discussing what a computer does before demonstrating it
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Embedded the activity within a meaningful and creative experience, not isolated screen time
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Used questioning and discussion to encourage exploration, rather than direct instruction
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Modeled respectful, purposeful technology use for children to observe and follow
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Chose age-appropriate tools that allowed children control and decision-making
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Kept sessions short and purposeful—integrated into play, not replacing it
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Ensured the tool aligned with children’s developmental stage and curriculum outcomes
Step 3: She used the workbook to plan and reflect
The membership workbook helped Olivia track:\n
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Learning intentions aligned with EYLF outcomes
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How the children responded to the activity
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Adjustments made based on observation
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How the activity contributed to her TPACK development
Step 4: She asked the community for ideas
Unsure how to rotate the activity across a class of 20 with only one tablet, Olivia posted in the member forum. Other educators quickly responded:\n
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One shared how they introduced collaborative drawing
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Another offered printable tech-free extensions
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A third linked a similar lesson designed for group rotations
Step 5: She adapted with confidence and shared her results
With feedback and examples from the community, Olivia successfully introduced the activity, adapted it for her context, and shared her reflections back with others—helping newer members who had the same concerns.
💡 What Olivia Realised About Introducing Technology into the Classroom
Through the membership, Olivia gained more than ideas—she gained clarity and confidence in the introduction to technology for teaching and learning. She saw that:
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Introducing technology to preschoolers works best when guided by meaningful pedagogy and peer support
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Every lesson plan came with a structure for planning, applying, and reflecting—not just a download
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The membership community helped her adapt each activity with real-time, context-relevant advice
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She was modelling best practices in technology in the early childhood classroom, not just experimenting with devices
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Most importantly, she was empowering children to explore technology with confidence, creativity, and purpose
✨ Why the Membership Made the Difference
Olivia’s success wasn’t just about the tools—it was about the process. She learned to:
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Apply structured approaches to introducing technology in the classroom
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Choose the right tools at the right time for children’s development
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Use technology to extend—not replace—play-based learning
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Reflect and grow with every activity, using the workbook to guide her path
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Rely on a professional community when she had questions or wanted to share success
Want to move from curiosity to confidence when using technology in preschool?
Join the ICT in Education Teacher Academy and access lesson plans, a structured workbook, and a community ready to help you every step of the way in introducing technology into the classroom with purpose.
Why Joining the Membership Transforms More Than Just Your Lesson Planning
What set Sarah apart from others wasn’t just the quality of the lesson plans—it was how those lesson plans became vehicles for meaningful growth. Each download wasn’t a quick fix; it was an opportunity to follow a professional learning journey that helped her become more intentional, more confident, and more effective in integrating technology in early childhood education.
With every preschool technology activity she implemented, Sarah knew she wasn’t doing it alone. She had:
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Workbook tools that showed her exactly how to reflect, track, and grow.
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Supporting workshops that provided insight into the pedagogy behind each lesson.
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Step-by-step templates for adjusting activities to suit her classroom context.
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Real examples from fellow educators who were applying the same activities with their own unique twists.
Sarah didn’t have to guess. She had clarity and direction.
Where others might download a lesson and wonder, "What next?"—Sarah knew the next step. And she knew how to evaluate the impact of every digital activity she used.
Most importantly, she discovered that transformation is not something that happens after hundreds of hours of extra work. It happens in small, intentional actions—like choosing the right tool, asking the right question, or sharing a reflection with others.
That’s the power of becoming a member.
Are you ready to be more than a collector of activities—and become the kind of educator who uses every lesson as a step toward confident, inspired teaching with technology?**
Explore the ICT in Education Teacher Academy—where preschool technology ideas become transformational learning experiences.
Gain the tools, structure, and community to confidently use technology in early childhood education—and become the kind of educator who leads digital learning with clarity and purpose.