摘要：Education in early years is becoming challenging to inculcate the best practices with specific support and demand to meet the global initiatives (Beckley, 2011). In this regard, teaching through technology plays a significant role if it is connected with relevant learning experiences (Willis, Weiser & Kirkwood, 2014). The students are exposed to a technologically rich environment through positive and consistent patterns in their learning experiences, it helps them in their cognitive development. Within the context of Pakistan, one thing commonly observed is the misuse of technology and lack of guidance provided by their parents to the young children. This study helps to understand the perspectives of parents and teachers regarding the application of technology- based teaching and their observation to this approach. Interviews and observations through qualitative research method helped to understand how people comprehend their experiences in relation to the use of technology with early year children and what meanings they derive from their personal experiences (Merriam, 1998). The outcomes of this research informed that parents and teachers highly recommended technology use in classrooms as the source to develop 21st century skills; technology allows children to get the accessibility of multiple resources; become multi tasked, develop the level of communication skills through which they can connect themselves to the world; readiness to learn new concepts; motivates in reading through visual learning; helps in understanding complex concepts and retain information for a longer time. Role of schools in promoting technology-based teaching in early year classroom highlighted as minimizing the gap of resource allocation through providing sufficient technology-based resources to the students through which many learning opportunities will be given to the students to become effective learner and developing ways of assessment for effective learning. Some of the challenges informed by the participants with the use of technology are eye sight issue due to access use and students' lack of interest towards book reading.
关键词：Early childhood development (ECD); Early childhood education (ECE); technology-based teaching.
