Göğüş, AytaçGenç, Fulden Tunç2026-04-212026-04-2120260020-71871878-465810.1007/s13158-026-00510-32-s2.0-105034129017https://hdl.handle.net/123456789/9108https://doi.org/10.1007/s13158-026-00510-3This study aims to examine kindergarten teachers' on the educational technology integration and use of technology through teachers' definitions, experiences, opinions and suggestions regarding the use of educational technologies and integration of technology. A qualitative phenomenological research design is used to describe the types of technologies accessible and used in early childhood education, teachers' definitions about technology integration, perceptions of effective use of the technology, challenges faced during technology integration process, and recommendations for overcoming faced problems. The participants of the study were preschool teachers working in kindergartens in the central district of a metropolitan city, selected using the maximum variation sampling method. According to findings, teachers mainly used technologies such as tablets, laptops, smartboards and some web-based learning platforms while preparing lesson activities and used most intensively during art, music, language, and science-nature activities. According to findings, teachers possessed a limited perspective regarding the integration of technology for pedagogical purposes. Teachers' definition of technology integration was limited to the conscious and planned use of educational technologies. Teachers typically used educational technologies to make learning easier and the subject more concrete. In addition, the majority of teachers reported experiencing problems with internet connectivity and infrastructure, insufficient management support and the lack of technical support units. Findings emphasize that regular inservice training, effective management support and technical support should be provided related to emerging technologies. In addition, teachers need to develop more comprehensive understanding of the technology integration process for the use of technology in kindergarten effectively and efficiently.eninfo:eu-repo/semantics/closedAccessEarly Childhood Education InstitutionsPreschool EducationPreschool TeachersEducational TechnologiesTechnology IntegrationArticle