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.

 

 

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.

 

 

 

How children learn with Technology in Early Childhood Education?

How Do Young Children Learn?

Young children are natural learners, constantly absorbing information from their surroundings through observation, exploration, and play. In early childhood education, learning theories in early childhood education help educators understand how to best support children's cognitive, social, and emotional growth. When integrating technology in early years education, it is crucial to align digital experiences with how young children naturally learn.

 

What Theorists Say About Early Childhood Learning

Several theorists in early childhood education provide valuable insights into how young children learn:

• Jean Piaget’s Constructivist Theory – Children build their understanding through hands-on experiences, trial and error, and problem-solving.
• Lev Vygotsky’s Social Constructivism – Learning happens through social interaction, where peers and adults scaffold children’s knowledge.
• Howard Gardner’s Multiple Intelligences Theory – Children learn in different ways, such as visually, kinesthetically, or through logical reasoning.
• Kennewell’s Framework on ICT Learning – Digital tools should support cognitive development, problem-solving, and metacognition.

These theories emphasize active engagement, play-based learning, and collaboration, all of which can be enhanced through technology in childhood education when used appropriately.

How Do Digital Technologies Fit into Early Childhood Learning?

Technology is not a replacement for traditional learning methods, but rather a tool that can support and extend children’s natural ways of learning. Through learning with technology, young children can:

• Observe and explore interactive multimedia resources.
• Engage in hands-on digital play that encourages creativity and problem-solving.
• Collaborate with peers and adults using shared digital experiences.
• Develop metacognitive skills by reflecting on their digital work.

 

The key is ensuring that technology is age-appropriate, interactive, and meaningful, aligning with learning through technology childcare best practices.

The Role of the Educator in Technology Integration

For technology to be effective in early childhood education, educators must be intentional about its use. Some best practices include:

• Selecting technology that supports active, play-based learning (e.g., touchscreen apps for drawing, storytelling, or problem-solving).
• Guiding children through digital experiences rather than letting technology replace human interaction.
• Encouraging reflection and discussion—helping children understand what they are doing and why.
• Using ICT in early childhood education to document learning progress and share insights with parents.

By understanding how young children learn, educators can make informed decisions about integrating age-appropriate technology into their classrooms.

 

 

What Is the Role of Technology in Early Childhood Education?

The role of technology in early childhood education extends beyond entertainment—when used effectively, it becomes a powerful tool for learning, exploration, and development. Digital tools can enhance technology in early years education by supporting cognitive, social, and emotional growth in young children.

 

Why Is Technology Important in Early Childhood Education?

The importance of technology in early childhood education lies in its ability to:

• Enhance learning experiences – Technology introduces children to interactive, multimedia-based learning that complements traditional teaching methods.

• Support diverse learning needs – Children develop at different rates, and age-appropriate technology can provide personalized learning experiences.

• Encourage creativity and problem-solving – Engaging with technology in early childhood classrooms allows children to express themselves through digital art, coding, and multimedia storytelling.\

• Prepare children for a digital future – Understanding and using technology in meaningful ways is an essential skill for lifelong learning and success.

• Promote collaboration and communication – Digital tools such as shared drawing apps or video recording software help children work together and share ideas.

 

 

How Does Technology Support Learning and Development?

When used purposefully, technology in learning and development enhances several key areas of child development:

• Cognitive Development – Digital activities that require problem-solving, pattern recognition, and decision-making stimulate early brain development.
• Language & Communication Skills – Interactive apps and digital storytelling tools support literacy development and help young learners expand their vocabulary.
• Social & Emotional Growth – When children use technology in daycare or early learning centers, they can engage in collaborative experiences that build teamwork and empathy.
• Fine & Gross Motor Skills – Using a touchscreen, stylus, or interactive game encourages hand-eye coordination and strengthens motor skills.

 

The impact of technology in early childhood education depends on how educators implement it—the goal should always be to enhance learning rather than replace traditional experiences.

How Can Educators Use Technology in the Early Years?

To maximize technology in early childhood education benefits, educators can:

• Integrate hands-on digital play experiences – Encouraging children to explore coding apps, digital storytelling tools, and drawing programs.
• Balance screen time with active play – Combining technology with real-world learning experiences (e.g., using tablets for nature photography during outdoor play).
• Model responsible technology use – Teaching children about digital safety, cyber etiquette, and how to use technology in education responsibly.
• Use ICT in early childhood education to document learning progress – Digital portfolios help educators track milestones and share progress with families.
• Select developmentally appropriate technology tools – Ensuring that technology in ece aligns with children’s learning needs and interests.

Technology as a Tool, Not a Replacement

Using technology in early childhood education should never replace traditional play, hands-on learning, or social interaction. Instead, it should serve as a supplementary tool that supports children’s natural curiosity, creativity, and critical thinking.

 

Through well-planned technology in early education strategies, educators can create engaging and developmentally appropriate learning environments that support young children's learning and development.

 

 

 

How Can Educators Select and Integrate Technology in Early Childhood Education Effectively?

Selecting and integrating technology in early childhood education requires intentional planning to ensure it aligns with developmentally appropriate practices. Educators must focus on how children learn with technology and how it supports meaningful interactions, inquiry, and problem-solving.

 

What Factors Should Educators Consider When Using Technology in Early Childhood Classrooms?

When deciding how to use technology in early childhood classrooms, educators should consider the following:

• Developmental appropriateness – Does the technology match children's cognitive, social, and emotional levels?
• Educational value – Does it enhance learning or merely serve as passive entertainment?
• Engagement and interactivity – Does it encourage hands-on exploration, creativity, and collaboration?
• Ease of use – Is the tool intuitive enough for young learners to use independently or with minimal guidance?
• Safety and privacy – Does it protect children's personal data and provide a safe online environment?

 

Selecting age-appropriate technology ensures that digital tools are effective in fostering learning while maintaining a healthy balance between screen time and hands-on activities.

 

What Are the Best Practices for Integrating Technology in Early Education?

To maximize the benefits of technology in early education, educators should:

✔ Introduce technology as a tool for exploration – Allow children to discover new concepts through learning through technology experiences such as digital storytelling or virtual field trips.
✔ Incorporate interactive digital activities – Use coding games, touchscreen drawing apps, and multimedia creation tools to encourage active engagement.
✔ Encourage collaborative technology use – Have children work in pairs or small groups when using digital devices to promote social learning.
✔ Combine technology with hands-on experiences – Pair screen-based activities with real-world play, such as using a digital microscope to explore outdoor discoveries.
✔ Use ICT in early childhood education for documentation – Capture children's learning moments through photos, videos, and digital portfolios.

How to Avoid Common Pitfalls When Using Technology in ECE?

While technology in childhood education offers numerous benefits, it’s important to avoid these pitfalls:

🚫 Over-reliance on screens – Ensure that digital tools complement hands-on learning rather than replace it.
🚫 Lack of educator training – Without professional development, educators may struggle to implement effective technology strategies.
🚫 Using technology for passive consumption – Encourage interactive use rather than simply watching videos or playing non-educational games.
🚫 One-size-fits-all approach – Every child learns differently, so tailor technology use to individual learning styles and needs.

How Does the ICT in Education Teacher Academy Support Educators in Technology Integration?

To successfully integrate technology in early childhood education, educators need ongoing professional development, access to resources, and a supportive community. The ICT in Education Teacher Academy provides:

✔ Online professional development courses – Learn evidence-based strategies for integrating technology in ece.
✔ Done-for-you lesson plans – Save time and implement effective technology activities with ease.
✔ A structured learning path – Build confidence in using technology in education step by step.
✔ A supportive community – Connect with other educators, share experiences, and receive expert guidance.
✔ Practical application of ICT in the classroom – Learn how to use digital tools in meaningful, engaging ways to support learning outcomes.

With the right training and resources, educators can confidently integrate technology to enhance children's learning while ensuring that it remains developmentally appropriate and beneficial.

 

 

 

How Does Technology Impact Cognitive Development in Early Childhood Education?

The impact of technology in early childhood education has been widely researched, with growing evidence supporting its role in cognitive development when used intentionally and appropriately. Young children learn best through active engagement, exploration, and meaningful interactions, and technology in education can support these experiences when integrated effectively.

 

How Does Technology Influence Cognitive Growth in Young Learners?

Cognitive development in early childhood is centered around problem-solving, critical thinking, memory, and language acquisition. The use of technology in early childhood education can:

• Enhance problem-solving and inquiry skills – Interactive software, coding games, and digital storytelling tools encourage children to make decisions, explore different solutions, and experiment with ideas.
• Support language and literacy development – Digital books with interactive storytelling can help children build vocabulary, comprehension, and phonemic awareness.
• Strengthen memory and information retention – Well-designed age-appropriate technology engages multiple senses, reinforcing learning through repetition, visual aids, and interactive elements.
• Encourage metacognition – When children reflect on their use of technology, they develop awareness of how they learn, a key component of self-regulated learning.

What Role Does ICT Play in Cognitive Development in Early Learning?

ICT in early childhood education supports the development of essential higher-order thinking skills such as:

✔ Logical reasoning – Children engage in predicting, sequencing, and analyzing when using coding programs like Bee-Bots or Scratch Jr.
✔ Creativity and innovation – Digital art programs, video-making tools, and music composition apps provide opportunities for children to express themselves.
✔ Collaboration and communication – Interactive apps and digital storytelling tools allow children to share ideas, work together, and engage in co-learning experiences.

 

What Are the Risks of Technology on Cognitive Development?

While technology in childhood education offers benefits, improper use can hinder development rather than support it. Educators should be aware of potential risks such as:

🚫 Overuse leading to passive learning – Excessive screen time without active engagement can limit critical thinking and hands-on exploration.
🚫 Lack of developmentally appropriate content – Not all technology for early childhood education is designed with cognitive development in mind.
🚫 Reduced social interactions – If technology use replaces peer-to-peer or educator-child interactions, it can limit social skill development.

 

To maximize cognitive benefits, educators must ensure that technology use is purposeful, interactive, and enhances learning experiences rather than replacing essential hands-on and social learning opportunities.

How Can Educators Use the ICT in Education Teacher Academy to Enhance Cognitive Development Through Technology?

The ICT in Education Teacher Academy equips educators with research-backed strategies to ensure that technology use:

✔ Promotes problem-solving and higher-order thinking – Learn how to use technology tools that develop critical thinking and creativity in young learners.
✔ Encourages interactive and meaningful learning experiences – Gain practical lesson plans designed to integrate technology in learning and development effectively.
✔ Supports professional development in cognitive-based technology integration – Access ongoing training, expert-led workshops, and a community of educators to refine best practices.
✔ Provides a structured learning path – Develop confidence in selecting and implementing technology that supports cognitive growth through a step-by-step professional learning process.

 

Through the membership, educators can master the use of technology in early childhood education while ensuring that it aligns with cognitive development goals and best practices.

 

 

 

How Can Educators and Caregivers Effectively Use Technology in Early Childhood Education?

The role of educators and caregivers in technology use in early childhood education is critical in ensuring that digital tools enhance learning experiences rather than replace essential developmental interactions. With the right strategies, educators can harness technology to support early learning, foster digital literacy, and promote interactive, hands-on engagement in developmentally appropriate ways.

 

What is the Role of Educators in Integrating Technology in Early Learning?

Educators serve as facilitators of learning, guiding young children to use technology in meaningful ways. Instead of merely allowing passive consumption, educators can:

✔ Encourage interactive learning – Use age-appropriate technology that invites children to explore, create, and collaborate.
✔ Blend digital and hands-on experiences – Combine technology in early childhood education with real-world play and social interactions.
✔ Model responsible technology use – Demonstrate ethical, safe, and purposeful use of digital resources in the learning environment.
✔ Promote active participation – Ask open-ended questions and guide children in reflecting on their digital experiences.
✔ Align technology use with learning goals – Ensure that all digital activities support curriculum outcomes and the development of ICT capability.

How Can Caregivers Support Learning Through Technology?

Caregivers play a pivotal role in reinforcing technology-based learning at home. They can:

✔ Engage in co-learning experiences – Participate in educational games, digital storytelling, and interactive reading sessions.
✔ Set screen time guidelines – Balance digital experiences with physical play, creative activities, and face-to-face communication.
✔ Encourage critical thinking – Ask children questions about what they see, hear, and do while using technology.
✔ Foster digital literacy – Teach children about safe and responsible technology use, preparing them for future learning.

 

By working together, educators and caregivers can create a seamless learning experience that integrates technology in childhood education in purposeful and engaging ways.

 

 

How Does the ICT in Education Teacher Academy Support Educators in Using Technology Effectively?

For many early childhood educators, integrating technology in early education can be overwhelming without proper training and support. The ICT in Education Teacher Academy is designed to help educators:

✅ Learn evidence-based ICT teaching strategies – Gain a deep understanding of how to use digital tools effectively in the classroom.
✅ Access done-for-you lesson plans and resources – Save time with pre-designed activities that integrate technology in learning and development.
✅ Develop confidence in technology integration – Follow a structured professional development path tailored for early years educators.
✅ Engage in a supportive community – Connect with other teachers, share experiences, and receive mentorship on best practices.
✅ Master digital literacy concepts – Learn how to develop children’s ICT capability while aligning with curriculum standards.

 

By becoming a member, educators receive ongoing professional development in technology integration, ensuring they can confidently facilitate engaging, developmentally appropriate digital learning experiences for young children.

 

 

Why Is Ongoing Professional Development Essential for Technology Integration in Early Childhood Education?

Technology in early childhood education is continuously evolving, and ongoing professional development is essential for educators who want to confidently integrate age-appropriate technology into their teaching practices. Without proper training, many educators struggle with effectively using technology in learning and development, ensuring developmentally appropriate digital experiences, and aligning technology with early childhood education frameworks.

By investing in professional development in technology for early childhood educators, teachers can:

✔ Stay updated with technology trends in early education – Understand the latest technology tools, digital learning strategies, and best practices.
✔ Improve confidence in using ICT in early childhood education – Develop effective teaching strategies that enhance learning through technology.
✔ Ensure ethical and responsible technology use – Learn how to teach digital literacy, promote online safety, and manage screen time effectively.
✔ Create meaningful technology-infused learning experiences – Align technology use in early childhood classrooms with curriculum objectives.
✔ Enhance collaboration with caregivers and colleagues – Communicate the benefits of technology in early childhood education and provide guidance on its appropriate use.

 

 

 

How Does the ICT in Education Teacher Academy Support Professional Development?

Educators who join the ICT in Education Teacher Academy receive structured, high-impact professional development in technology integration. This membership provides:

✅ Workshops on effective technology use in early education – Gain access to comprehensive training on using ICT in early childhood education to support child development and learning.
✅ Done-for-you lesson plans and curriculum-aligned resources – Save time with pre-designed digital learning activities that align with learning theories in early childhood education.
✅ Interactive membership workbooks – Apply and reflect on what you learn through structured, evidence-based PD tasks that ensure technology is meaningfully integrated into practice.
✅ A supportive educator community – Collaborate with like-minded professionals, exchange technology integration strategies, and seek expert guidance.
✅ Step-by-step guidance on technology in daycare, kindergartens, and early education settings – Learn how to maximize technology use across different early childhood learning environments.

 

Through continuous learning and professional development, educators in the membership can stay ahead of technology trends, confidently use technology in early childhood classrooms, and effectively support young learners in developing essential digital skills.

 

 

How Can Educators Use Technology to Support Learning and Development in Early Childhood Education?

The use of technology in early childhood education plays a pivotal role in fostering holistic learning and development when applied intentionally. Technology can enhance children's cognitive, social-emotional, and physical growth while providing engaging, interactive learning experiences. However, to maximize its benefits, educators must align technology use with developmentally appropriate practice (DAP) and proven learning theories in early childhood education.

 

 

How Does Technology Enhance Learning and Development in ECE?

✔ Facilitates Active and Engaging Learning – Technology in early childhood education supports active learning experiences, enabling children to explore, create, and problem-solve through interactive software, simulations, and digital storytelling.

✔ Supports Early Literacy and Numeracy Development – Digital resources, such as educational apps, interactive books, and phonics-based games, help young children develop foundational language, literacy, and mathematical skills.

✔ Encourages Creativity and Imagination – Digital tools, including art applications, multimedia storytelling, and animation software, allow children to express themselves creatively while enhancing their fine motor skills.

✔ Promotes Inquiry-Based Learning – When used strategically, technology in learning and development fosters exploration, critical thinking, and scientific inquiry by enabling children to investigate topics through virtual experiments and real-world simulations.

✔ Enhances Social-Emotional Learning (SEL) – Technology in early childhood classrooms can promote collaboration, empathy, and communication skills through cooperative digital games, video chats, and interactive whiteboards.

✔ Encourages Self-Regulated Learning – Digital platforms with adaptive learning technology support individualized instruction, helping children learn at their own pace and develop independent learning habits.

 

 

What Are the Best Practices for Using Technology in Learning and Development?

1️⃣ Ensure That Technology is Developmentally Appropriate

• Select age-appropriate technology that aligns with the learning needs and abilities of young children.
• Follow guidelines from early childhood experts to maintain a healthy balance between screen time and active play.

 

2️⃣ Blend Digital and Hands-On Learning

• Technology in early education should complement hands-on activities rather than replace them.
• Pair digital tools with physical activities, such as using an interactive app to complement a nature exploration walk.

 

3️⃣ Encourage Interactive and Collaborative Learning

• Use digital resources that promote active engagement, exploration, and social interaction, such as coding robots, touchscreen learning stations, and augmented reality experiences.
• Foster collaborative learning by encouraging children to work together on digital projects.

 

4️⃣ Provide Guided and Intentional Technology Use

• Technology in childhood education should always be used with clear learning objectives in mind.
• Educators should guide children in using technology by asking open-ended questions, encouraging problem-solving, and facilitating discussions about digital experiences.

 

 

How Can the ICT in Education Teacher Academy Support Educators?

The ICT in Education Teacher Academy equips educators with practical strategies and evidence-based teaching methods for effectively using technology to support learning and development. Members gain:

✅ Comprehensive early childhood education technology workshops – Learn how to integrate digital tools, interactive media, and ICT resources into play-based learning.
✅ Ready-to-use technology lesson plans – Save time with structured, research-backed lesson plans that align with early childhood learning goals.
✅ Guidance on developmentally appropriate technology use – Understand how to balance digital and traditional learning methods while ensuring safe and meaningful technology integration.
✅ A professional learning community – Connect with fellow educators and share best practices for integrating technology in early education.
✅ Ongoing professional development – Stay up to date with the latest technology trends in early childhood education and develop your teaching expertise.

 

Through the membership's structured support, educators can confidently implement technology in the early childhood classroom in a way that enhances learning, fosters creativity, and nurtures children's cognitive and social development.

 

 

How Does Technology in Early Childhood Education Impact Cognitive Development?

The use of technology in early childhood education plays a crucial role in supporting children's cognitive development, fostering critical thinking, problem-solving, creativity, and digital literacy from a young age. When integrated effectively, age-appropriate technology enhances children's ability to engage in meaningful learning experiences while developing essential higher-order thinking skills.

 

How Does Technology Support Cognitive Development in Young Children?

✔ Encourages Active Exploration – Learning with technology enables children to interact, create, and explore digital environments that mirror real-world experiences, supporting the development of problem-solving and inquiry skills.

✔ Develops Logical and Computational Thinking – ICT in early childhood education, including coding programs, robotics, and interactive games, strengthens logical reasoning and computational thinking, which are foundational for STEM education.

✔ Enhances Memory and Information Processing – Technology tools, such as interactive storybooks, digital puzzles, and virtual manipulatives, help children retain and process information more effectively through multi-sensory engagement.

✔ Promotes Creativity and Self-Expression – Digital art tools, multimedia storytelling apps, and music composition programs empower children to express their ideas, emotions, and creativity in new ways.

✔ Encourages Collaboration and Social Learning – Through technology-supported group activities, children develop communication and collaboration skills, learning to work together and share ideas.

Does Technology Replace Traditional Learning Methods?

No, technology in early childhood education should complement rather than replace traditional learning methods. Hands-on experiences, physical play, and face-to-face interactions remain essential for holistic child development. Digital tools should be used strategically and intentionally to enhance learning, not as a substitute for play-based experiences.

 

 

How Can the ICT in Education Teacher Academy Help Educators Integrate Technology for Cognitive Development?

In the ICT in Education Teacher Academy, educators gain expert guidance, structured training, and practical strategies to enhance cognitive development through technology. The membership provides:

✅ Workshops on using digital tools to foster problem-solving and creativity – Learn how to incorporate coding, multimedia projects, and interactive apps into early learning.
✅ Technology-infused lesson plans – Access pre-designed activities that promote critical thinking and information processing using developmentally appropriate technology.
✅ Strategies for blending hands-on and digital learning experiences – Discover how to balance technology use while supporting play-based learning.
✅ Continuous professional development in early childhood technology integration – Stay up-to-date with best practices in cognitive development and technology-supported learning.
✅ A supportive educator community – Exchange ideas with fellow educators and gain insights into effective technology use for early cognitive development.

 

By becoming a member, educators gain confidence in integrating technology in early childhood classrooms, ensuring that children benefit from technology in ways that enhance—not hinder—their cognitive development.

 

 

How Can Educators Effectively Implement Technology in Early Childhood Education?

The implementation of technology in early childhood education should be strategic, intentional, and aligned with developmental best practices. While digital tools offer numerous educational benefits, they must be integrated thoughtfully to enhance learning experiences rather than replace traditional play-based activities.

To achieve this, educators need structured approaches, practical teaching strategies, and ongoing professional development to ensure that the use of technology in early childhood education supports holistic child development.

What Are the Key Steps to Implement Technology in Early Learning?

1️⃣ Understand the Role of Technology in Early Childhood Learning
Before introducing technology in the early years, educators must:

• Recognize that technology should be a tool for learning, not the focus.
• Ensure that all digital resources align with early childhood learning objectives.
• Adopt evidence-based strategies to integrate technology in daycare, preschools, and kindergartens effectively.

 

2️⃣ Select Developmentally Appropriate Technology
The use of technology in early childhood education should be tailored to young children's cognitive, social-emotional, and physical needs. Choose digital tools that:

• Encourage active engagement rather than passive consumption.
• Foster collaborative learning and creativity.
• Provide opportunities for hands-on interaction, movement, and exploration.
• Align with learning theories in early childhood education, such as constructivism and social constructivism.

 

3️⃣ Blend Technology with Play-Based Learning Approaches
Technology in early childhood classrooms should be integrated into play-based learning rather than replacing it. Examples include:
✔ Using augmented reality apps to explore nature in outdoor learning environments.
✔ Encouraging digital storytelling to develop language, literacy, and creative expression.
✔ Incorporating coding toys and robotics to enhance problem-solving and computational thinking skills.
✔ Utilizing touchscreen tablets for interactive activities that promote fine motor development.

 

4️⃣ Establish Guidelines for Healthy Technology Use
To maximize the benefits of technology in early childhood education, educators must:

• Set clear boundaries for screen time and active technology use.
• Encourage co-play and guided technology use to promote social interactions.
• Teach digital literacy skills by fostering responsible and safe technology use.

 

 

How Can Educators Receive Support in Implementing Technology in ECE?

Many educators face challenges in integrating technology in early education, from lack of professional development to uncertainty about developmentally appropriate technology use.

This is where the ICT in Education Teacher Academy provides structured support, evidence-based strategies, and practical guidance for educators.

 

✅ Professional Development on Technology Integration – Gain expert-led training on how to effectively use technology in learning and development.
✅ Play-Based Learning with Digital Tools – Learn how to balance digital play with traditional play-based pedagogy.
✅ Comprehensive Lesson Plans and Strategies – Access a library of ICT-integrated lesson plans that are aligned with early childhood learning outcomes.
✅ Community Support & Collaborative Learning – Join a network of like-minded educators to share insights, experiences, and best practices.
✅ Step-by-Step Guidance for Technology Implementation – Receive structured resources that help educators confidently integrate technology in the early years.

 

The ICT in Education Teacher Academy membership ensures that educators are not alone in this journey. It provides continuous professional development, empowering teachers to use technology effectively, reflect on its impact, and adapt their teaching strategies to meet the evolving needs of young learners.

 

 

 

 

 

 

 

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

 

 

 

 

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?