Technology Integration in Kindergarten Classroom: A Boon or A Bane

This study explored the integration of technology in kindergarten classrooms and investigated whether it acts as a boon or a bane for early childhood education. Conducted at Musuan Integrated School in Bukidnon, Philippines, the research employed a qualitative, phenomenological approach, utilizing semi-structured interviews with three experienced kindergarten teachers. Findings revealed that technology such as laptops, televisions, flash drives, and educational videos were used to enhance engagement, facilitate recognition of letters, numbers, and colors, and support interactive and visual learning. Teachers reported increased learner motivation and attentiveness when using digital tools, especially when resources were thoughtfully selected and aligned with lesson objectives. Despite infrastructural limitations, teachers demonstrated adaptability and creativity in incorporating technology meaningfully. The study concludes that technology, when integrated purposefully and contextually, can enrich the teaching-learning process in early childhood settings. However, its success depends on teacher training, access to resources, and pedagogical planning. These findings are particularly relevant for educators and policymakers in resource-constrained environments aiming to modernize early childhood education.