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Abstract The Fourth Industrial Revolution has prompted the use of digital technologies in the field of education. The technology offers opportunities that facilitate blended, on-line and mobile learning. In 2015, Zimbabwe introduced a competency –based curriculum for primary and secondary education which emphasizes on continuous development of 21st competencies from early childhood. Information and communication technology (ICT) literacy, as one of the 21st century skills emphasises that the use of digital technologies improves the quality of teaching and learning, efficacy and accessibility from early childhood development. In this context, the study sought to interrogate the current teachers’ practices on the implementation of digital technologies in ECD (Early Childhood Development) classrooms. The study adopted an interpretive paradigm and a multiple case study design involving three schools from three purposively selected ECD teachers. Data was gathered through semi structured interviews, observations and analysis of teacher artifacts. Though teachers were facing various challenges in implementing digital technologies, the approach is beneficial to young learners as future citizens to function effectively in digital environments. Schools require ECD educators to transition to multiple ways of using digital technologies to teach young learners through digital materials. The paper also suggests some implications and recommendations for early education practitioners, policy makers and researchers who are interested in integrating digital technology into early years.
Pakombwele et al. (Wed,) studied this question.