Digital Transformations in Early Learning: From Touch Interactions to AI Conversations

From the first touch on a screen to dynamic conversations facilitated by AI, the boundaries of what is possible in early learning are continuously expanding (Ahmet, 2022; Berson et al., 2023; Su & Yang, 2022). While technological advancements have paved the way for groundbreaking teaching approaches and richer learning experiences, they have also ushered in challenges that previous generations of educators might never have anticipated (Blum-Ross et al., 2019; Charlotte, 2016). As we navigate deeper into the digital transformation of early childhood education (ECE), grasping its potential while being wary of its complexities becomes paramount. Through the insights presented in this special issue, we journey through the myriad dimensions in which digital advancements are redefining ECE. In essence, this special issue comprises nine articles, spanning five pivotal themes, which are also directions deserving more future research:

1. Theoretical Constructs Guiding ECE Digital Transformation;

2. The Influence of Touchscreen Technology on ECE Digital Transformation;

3. Emerging New Literacies in the ECE Digital Transformation;

4. The Role of AI in Shaping ECE Digital Transformation; and

5. Unraveling the Digital Divide Amidst ECE Digital Transformations.

Theoretical Constructs Guiding ECE Digital Transformation

The breadth of themes emerging from the research articles in this special issue is intricately tied to the diverse theoretical perspectives employed. A wide array of theories and frameworks have been harnessed to guide these studies on tech-infused teaching and learning in the early years. These theoretical underpinnings illuminate the digital transformations characterizing ECE, which is the focal point of this special issue. Notable among these are the Technological Pedagogical Content Knowledge (TPACK) framework, the Technology Acceptance Model (TAM), the Expectation Confirmation Model (ECM), the “3A2S” framework, and the ACC model for understanding digital leadership.

The TPACK framework stands as a renowned and extensively utilized theory in the realm of technology integration in education (Herring et al., 2016). However, research on TPACK in ECE remains scant compared to its application in elementary and secondary education, irrespective of the research type (Luo et al., 2021). While in-service teachers’ stages have seen more mature research, such as the study by Lavidas et al. (2021) examining Greek kindergarten teachers’ perspectives on the seven domains of the TPACK model, Luo et al. (2022) underscored the distinctions between ECE and other fields. They excluded the CK, PCK, and TCK domains from the model, aiming to explore the relationships of the adapted domains specifically in the ECE context. Although there have been some explorations into the application of TPACK among pre-service teachers in early childhood, such as the study by Yang et al. (2023), most are purely quantitative. In contrast, Lim et al. (2023) in this special issue employed a mixed-method approach, leveraging the TPACK framework to scrutinize surveys, reflections, focus groups, and lesson plans from 22 pre-service teachers (PSTs) engaged in two technology-rich courses. Their findings revealed an enhanced attitude and TPACK capability among PSTs post-course completion, thereby contributing to the evolution of TPACK theory in the field of pre-service ECE teacher education.

In juxtaposition, the Technology Acceptance Model (TAM) and the Expectation Confirmation Model (ECM) pivot more toward predicting technology adoption and assessing individuals’ inclination and circumstances in adopting new technologies at work. These two models examine whether initial acceptance can transition into sustained adoption and potentially foster positive learning beliefs at an emotional level, respectively (Pal & Patra, 2021). Building on this continuum, Xu et al. (2023) in this issue proposed an integrated conceptual framework and hypotheses combining TAM and ECM. Drawing from a sample of 269 ECE PSTs from seven Chinese normal universities, they sought to discern factors influencing ECE PSTs’ perceived learning performance and satisfaction, as well as the interplay between these factors. Their results underscored that the actual usage of Online Teaching Video Cases profoundly impacts PSTs’ learning performance and subsequent satisfaction, which is further influenced by expectation confirmation and learning performance. This research accentuates the potential of Online Teaching Video Cases as a pivotal digital learning resource for ECE PSTs.

To further address the role of generative AI in ECE, the “3A2S” framework (Accessibility, Affordability, Accountability, Sustainability, and Social Justice), introduced by Li et al. (2017) to discuss policies, cases, phenomena, and educational advancements in ECE has been used by Luo, He, Liu, et al. (2023). Their interview study offers insights into the potential pitfalls and opportunities of AI tools. According to Luo, He, Liu, et al. (2023), accessibility pertains to whether young children can access educative and generative AI across different societies and contexts. Affordability examines the economic feasibility for young children, their parents, and teachers to utilize educative and generative AI. Accountability emphasizes the responsibility of leaders, teachers, and parents in guiding the use of AI tools. Sustainability questions the long-term viability of supercomputing capabilities supporting global AI use. Social justice addresses the “AI divide” and the ethical challenges it presents.

Lastly, the ACC model (Attitude, Cognition, and Capability), derived through grounded theory based on interviews with eight principals from Shanghai preschools, presents a novel perspective (Luo, He, & Li, 2023). This Chinese definition of digital leadership and the ACC model transcends the traditional process-capability dichotomy, amalgamating three pivotal constructs. Unlike other models that place a dominant emphasis on competency (Karakose et al., 2021; Roman et al., 2019), the ACC model accentuates DL as a social influence process. Here, the profound influence of a leader’s attitude extends beyond their personal beliefs, deeply impacting those around them. It represents not just a simplistic binary but embodies the courage and a spirit of daring innovation. The Shanghai principals’ insights further underscore the significance of cognition, suggesting it’s even more foundational than capability in digital leadership. This emphasis suggests that the strategic and ideological perspectives behind the use of technology are far more indicative of leadership quality than mere technical implementation. Thus, the ACC model champions a belief that effective digital leadership doesn’t rely solely on advanced digital skills but rather on a balanced and interconnected approach, with attitude and cognition at its core.

The Influence of Touchscreen Technology on ECE Digital Transformation

In the transformative landscape of ECE, the advent of touchscreen technology stands out as a defining moment (Kalati & Kim, 2022). These devices, characterized by their intuitive interfaces and interactive capabilities, have ushered in a new era, offering young learners a dynamic platform for exploration, creativity, and enriched learning experiences (Falloon, 2013; Konca, 2021).

Touchscreen devices have seamlessly integrated into the fabric of modern education, and research suggests that touchscreen technology holds immense potential as a profound learning tool for young children. McDonald and Fotakopoulou (2023) in this special issue, for instance, conducted a mixed-methods study to explore the impact of touchscreen technology on young children’s mathematical skills. Their research, which involved thirty-seven children between the ages of 4–7 years from a primary school in England, found that gender and the type of test (paper vs. iPad) impacted mathematical test scores. Interestingly, females performed better on the iPad test. However, as tablet usage increased at home, iPad mathematical test scores decreased. The study also revealed that female and male participants employed different strategies when resolving problems, with female pupils’ academic attainment increasing when technology was used in the assessment of mathematical skills, which is relatively novel.

However, the benefits of touchscreen technology are controversial. The ubiquity of these devices has led to concerns about the amount of screen time young learners are exposed to and its potential implications. Ma et al. (2022) in this special issue delved into the relationship between parental engagement, children’s screen time, and their social competence among Taiwanese Chinese children. Their longitudinal study, which spanned from ages 3 to 5 years, found that while parental engagement positively predicted children’s social competence, increased screen time negatively impacted it. The study further suggested that reduced parental interaction led children to spend more time on screen media, subsequently affecting their social competence development. On a related note in this special issue, Li et al. (2023) translated and validated the Chinese version of the Problematic Media Use Measure (PMUM) for Chinese preschoolers aged 3 to 6. Their findings underscored the construct validity of the PMUM, emphasizing the psychosocial problems and tolerance and withdrawal aspects of problematic media use. The study also revealed that excessive media use was negatively correlated with prosocial behaviors and positively correlated with emotional symptoms, hyperactivity/inattention, conduct problems, and peer relationship problems.

Emerging New Literacies in the ECE Digital Transformation

In the wake of the digital age, a plethora of new literacies have emerged, significantly reshaping the field of ECE. As technology seamlessly integrates into our daily lives, it becomes crucial to ensure that young learners possess the essential skills and competencies to adeptly navigate this digital world (Blum-Ross et al., 2019). In a digital world, “new literacies,” especially digital literacies, are required to be learned in the early years (Erstad et al., 2019). This special issue brings to the fore three relatively underexplored literacies within early childhood digital literacy, including digital financial literacy, digital leadership (i.e., digital literacy of a leader), and AI literacy.

Young children today are growing up in a society where financial decision-making is not only critical but also intertwined with digital tools. He et al. (2023) conducted a mixed-method study examining the financial literacy of 5 and 6-year-old children in Shanghai, focusing on their understanding of financial concepts and their preference for and ability to use digital payment methods. Their findings suggested that while most young Chinese children had a basic grasp of coins and their value, there was variation in their perceptions of the need to provide change after making a payment. Furthermore, most of these children showed a preference for digital payment methods, expressing a positive attitude toward mobile payments. However, some voiced concerns about their ability to use these methods accurately. The study underscores the importance of providing both formal and informal financial education to young children, especially concerning digital literacy, to prepare them for future financial decision-making in an increasingly digital world.

The digital age has significantly reshaped ECE, necessitating new competencies for navigating our tech-driven world. Luo, He, and Li’s (2023) pioneering study delves into the concept of digital leadership within the Chinese context, unveiling a unique “ACC model” that encompasses Attitude, Cognition, and Capability. This model challenges traditional leadership frameworks, suggesting that in the realm of digital leadership, the journey and developmental process are as vital as the outcome. Their research, conducted with principals from Shanghai preschools, revealed that most viewed digital leadership more as a process than mere capability. This perspective, influenced by cultural values, underscores the importance of attitude and process. The ACC model stands distinct, emphasizing digital leadership as a social influence process that integrates feelings, thinking, and capacities. It introduces previously neglected categories in digital leadership literature, such as holistic technology integration and the shift to data-driven decision-making. In essence, the research underscores that attitude and cognition are foundational for effective digital leadership, more so than mere technical skills. This study thus highlights the multifaceted nature of leadership in the digital age.

Lastly, Luo, He, Liu, et al.’s (2023) study delves into the roles, challenges, and prospective trajectories of ChatGPT in ECE. Through meticulous interviews with expert academicians from China and the U.S., the research underscores the burgeoning domain of AI Literacy. Multiple professors emphasized the multifaceted nature of AI literacy. It encompasses a comprehensive understanding of AI, adept interaction skills, discernment in seeking AI assistance, and crucially, the sagacity to recognize its non-essentiality, especially in interpersonal and emotional contexts. This burgeoning emphasis on AI literacy in ECE resonates with contemporary research findings (e.g., Su & Yang, 2022; Yang, 2022), underscoring the imperative of cultivating AI literacy as AI integration in education becomes increasingly ubiquitous.

The Role of AI in Shaping ECE Digital Transformation

The integration of Artificial Intelligence (AI) into ECE has ushered in a transformative era, profoundly revolutionizing both teaching methodologies and children’s learning experiences. AI offers tailored, interactive support through intelligent tools adept at recognizing and responding to a child’s speech or inquiries. As aforementioned, Luo, He, Liu et al. (2023) delved into the roles, challenges, and future developments of ChatGPT in ECE, revealing its primary roles as a conversational agent for students and an on-call facilitator for educators and caregivers. Such AI-driven interventions have unlocked learning avenues previously beyond the reach of traditional educational settings. For instance, AI-empowered assistive technologies, like speech-to-text and text-to-speech functionalities, have become indispensable in providing unparalleled educational support to children with special needs, ensuring a more inclusive learning environment (Luo, He, Liu, et al., 2023). This aligns with the findings of Su and Yang (2022), who emphasized the potential of AI tools in enhancing various aspects of ECE, from fostering computational thinking to improving literacy skills. This sentiment is also supported by Su and Yang (2023), who conducted an intervention study in Hong Kong, revealing that young children were not only capable of learning basic AI concepts but also showcased AI-related creativity. Such findings underscore the potential of AI literacy programs in preparing young children for an AI-driven future.

However, the introduction of AI in early childhood settings is not without its challenges. Luo, He, Liu, et al. (2023) categorized the challenges and risks associated with ChatGPT using the “3A2S” framework, which encompasses Accessibility, Affordability, Accountability, Sustainability, and Social Justice. These concerns echo the sentiments of Yang (2022), who discussed the necessity of understanding why AI is appropriate for early learning, what key AI concepts can be grasped by children, and how to engage them meaningfully. While AI tools like ChatGPT can be powerful assets in education, they must be used judiciously, ensuring they complement human interactions rather than replace them. Furthermore, Luo, He, Liu, et al. (2023) emphasized the importance of human agency in the ethical and effective use of technology like ChatGPT. The emotional depth inherent in human interactions – be it between parents and children, teachers and students, or among peers – remains irreplaceable. Concerns have been raised about the potential over-reliance on AI by children, emphasizing the continued importance of nurturing critical thinking skills.

In light of these revelations, several recommendations emerge. Policymakers, educators, and caregivers must adopt an open-minded stance, recognizing both the potential and pitfalls of AI. To facilitate this, educational institutions could offer training programs for educators, focusing on AI applications and their potential pedagogical implications. Moreover, it is essential to reiterate that AI will not supplant educators, especially in the ECE settings. The unique human touch, emotional connections, and individualized attention that educators bring to the table remain invaluable. However, AI can serve as a potent tool to augment these interactions, enhancing the overall educational experience. Lastly, to address the challenges associated with ChatGPT and similar technologies, a holistic approach is needed. This includes improving accessibility, ensuring affordability, strengthening accountability, maintaining sustainability, and promoting social equity, all while keeping ethical considerations at the forefront.

Unraveling the Digital Divide Amidst ECE Digital Transformations

From the rudimentary screen-based learning methods (Li et al., 2023; Ma et al., 2022; McDonald & Fotakopoulou, 2023) to the sophisticated integration of AI (Luo, He, Liu, et al., 2023), the horizon of ECE is expanding at an unprecedented pace. Yet, this promising transformation, akin to a double-edged sword, brings forth a plethora of opportunities while simultaneously unveiling challenges that cannot be overlooked.

Central to these challenges is the intricate and evolving nature of the digital divide. Berson et al. (2022) and Yang and Hong (2023) have meticulously highlighted how this divide has grown in complexity. It is no longer just about access to technology; it is about the quality, relevance, and meaningfulness of that access. Cultural traditions, societal norms, global-localization influences, and unexpected global events like the COVID-19 pandemic further complicate this divide. Yang and Hong’s (2023) research provides a profound insight into this multifaceted issue. Their qualitative study, which delves into the ICT implementation practices in three distinct kindergartens in China, paints a vivid picture of the disparities. While infrastructure like digital devices and internet connectivity was uniformly available across these kindergartens, the actual implementation varied drastically. This educational technology divide in practice means that children, despite being in the same age bracket, might have starkly different learning experiences.

Amidst this digital transformation, educational leaders are navigating uncharted waters. The urgency to adapt and the pressure to ensure continuity in education, especially during unforeseen challenges like the pandemic, has been overwhelming (Luo, He, & Li, 2023). This scenario not only underscores the need for robust digital leadership but also emphasizes the importance of understanding the diverse digital literacy levels of young children. The focus on digital financial literacy, as highlighted by He et al. (2023), is a testament to this diversity. Furthermore, as we grapple with the practicalities of this digital era, there is a burgeoning demand for comprehensive theories on technology integration into education. In this context, the contributions of Lim et al. (2023) and Xu et al. (2023) stand out, offering valuable insights and frameworks for educators worldwide.

In wrapping up, the digital transformation in ECE is undeniably a monumental stride forward. However, to truly harness its potential, we must proactively address the challenges, especially the proliferation of digital inequities. It is a collective journey, requiring the concerted efforts of educators, policymakers, tech developers, and parents. Only then can we envision a balanced, inclusive, and enriched digital learning ecosystem for every child.