Digital Technology in Preschool Classrooms: A Qualitative Case Study

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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. Six themes were identified: its use, planning, developmental adaptation, use in assessment, areas of use of its tools, and its impact on children. The findings of this study, in which it was observed that teachers’ views on DT coincide with their practices and education plans, the children’s interests and needs have a determining effect, and that children are supported not only in purposeful activities but also through spontaneous planning and free use; that assessments are made through tools, applications and documents; and that adaptations are used to support, motivate as well as to prevent and distract, have implications for the wider field of DT education, especially in the context of preschool education. Practice or Policy: The picture of the use of DT in preschool classrooms presented in the research results may bring some clarity to the complexities of using DT.