Douglas Hartman

ABSTRACT The increasing use of digital technology in early childhood education has created the need to prepare teachers for this increasingly digitalized education. However, there is very little research on the effects of teachers’ use of digital technology (DT) in educational settings on their professional development (PD). For the successful use of DT in early childhood education, it is very important to ensure teachers’ PD development.

ABSTRACT As digital technology (DT) is increasingly used in all areas, its use in kindergartens has become inevitable. However, there is limited information on how DT can be used in kindergartens and what the effects of its use are. Therefore, this study investigated use of DT in kindergartens and its impact on children through practices and experiences. The study’s theoretical background is constructivism, which views DT as a helpful tool in enabling learning.

ABSTRACT Research Findings: Although the use of digital technology (DT) in preschool education settings continues to increase, little is known about how teachers use DT. Data on DT use were collected through interviews, observations and documents. The study revealed that in the preschools examined, DT was addressed in a multifaceted way in the preschool classroom environment.