Enhancing Early Childhood Education through Technology Integration in U.S. Classrooms

Technology integration has constantly been adopted and helped in the enhancement of early childhood education (ECE) in many U.S. classrooms, but effective implementation remains limited in under-resourced schools. Therefore, this study investigated the role of interactive technologies, such as digital storytelling, virtual manipulatives, and educational applications, in enriching ECE in U.S. classrooms. Grounded in Vygotsky’s sociocultural theory, five research questions and two hypotheses were formulated for the study. The study employed a mixed-methods design, integrating qualitative interviews with ECE educators and quantitative analysis of developmental outcomes among young learners. The total sample was 200 prekindergarten children and 50 educators across 10 U.S. schools. Through interviews and standardized assessments, the data for the study were collected, and the analysis was done using thematic coding, mean scores, standard deviation, and t-tests. The emerging findings highlighted how thoughtfully implemented instructional technology can support differentiated learning and cognitive engagement, particularly in under-resourced schools. Technology enhances literacy, social skills, and creativity, but access gaps persist. No significant gender differences exist in outcomes. The study concluded that technology enriches learning but requires equity. The study recommended that educators, schools, and policymakers improve infrastructure, train teachers, and ensure device access to achieve young learners’ deeper and more enriched educational experience in ECE.