Achievements in kindergarten and preschool

Technology is prominent in the modern world and everyday life. Children are relaxed and comfortable with cell phones, computers, and other electronics. The learning environments are greatly enhanced by the inclusion of electronics in the classroom, with teachers being provided with an alternative choice of presentation and demonstration.

Teachers are exposed to more options for instructing students with the use of technology. However, technology boosts classroom learning by providing students with a greater depth of understanding.

The level of technological capability is impressively increasing because school districts are allocating extra funding to new technology in classrooms.

Wide-ranging training helps teachers acquire a better understanding and appreciation, for utilizing electronics in their classrooms. They can investigate the appropriate technology that is available to them for meeting the unique needs of their students.

Significance of Technology in the Classroom

  1. Teachers Can Personalize the Education Skill: Report showed that teachers like and support technology in the classroom. Tools like websites, learning apps, learning games, e-books, and computer-generated tutoring helping the children learn at their own pace.
  2. Learners Workplace Flexibility: the Flexible workplace is one of the greatest benefits of using technology in the classroom. A student who uses technology in the classroom in this present day will certainly be adapted to using it in future. This is because flexibility is presently the succeeding measure in the workplace. Using technology in the classroom is way beyond simple digital literacy: it supports workplace soft skills like independent research, teamwork, critical thinking, and cross-technology expertise.
  3. Teacher Support: Record has it that about 74% of teachers agree that technology assists them to fortify their lessons. Learning trends, curriculums, and student engagement can rise or fall on the foundation of teacher’s support. Technology in the classroom would certainly not flourish without the sustenance of instructors, and an awesome percentage of teachers are eager to use even more technology in the classrooms.
  4. Demonstrates Student Engagement: An article by the National Math and Science Initiative illustrates that blended learning styles keep students focused longer and makes them more enthusiastic to learn more, especially for STEM (Science, Technology, Engineering, and Math) subjects.
  5. Tools are improving at an Alarming Rate: Technology toys, like interactive whiteboards, tablets, learning apps, and websites, are continually enlightening. Even the ways students access and relate with information is constantly improving. Developers are aware of the benefits of technology in the classroom, and a lot of money is being spent on developing mobile apps and e-Learning courses with verified results. Also, social tools in Web 2.0 offer a knowledge opportunity for students to learn about internet safety while staying involved with their educators.

In creating engaging and personalized learning Apps for Children, we use online media for classroom gamification; provide pictures children love; make learning adaptation in minutes, and help teachers to catch with the latest technologies with ease.


We have made a small experiment with a group of preschoolers during May 2015 in kindergarten Spansko in Croatia, we have made learning apps in Gabriel’s Seeds with video rewards for good answers. Rewards were video clips “classic humor” from 1930, 1940 like Charlie Chaplin, Buster Keaton, and others. The following results were achieved at the end of the first pivot project with emphasis on children in the group age 6:

    • Children referred to each other in the team for problem-solving and thought carefully about which children would be able to help them with a specific problem.
    • They were not focused on educators – the educator is no longer the central figure of the team.
    • They helped each other with tasks.
    • They respected the right to a second opinion.
    • Children were able to perform different tasks with a new kind of thinking.
    • 30% of children began writing within 15 days of using the program.
    • Other children have improved their reading and writing skills.
    • When comparing the same task on paper and on a computer, there was a better resolution on the computer. Certain children are much more receptive to computers and are able to use them to solve tasks.
    • The combined use of computers and other means has been particularly effective. For example, with regard to a task concerning flags and locations, the children first set about playing with flags. They then located each country on the map and then dealt with the relative task on the computer.
  5. HUMOR
    • On average, the girls developed a liking for a certain type of humor, most similar to Charlie Chaplin gags, for example, ‘Just for Laughs,’ ‘Mr. Bean,’ ‘Masha and the Bear’ and ‘Purple and Green,’ i.e. This included an introduction to the classics of humorous and amusing cartoons.
    • The children spent time getting to know the latest technological inventions and experiments in the field of robotics, by watching video clips from the robotic park in Nantes.
    • They also got to see a funny side of new technology, with gadgets deployed in real life.
    • The games sequencing and tasks that involve matching characters are particularly useful for boys, whose progress has been definite. All the boys who previously showed problems in the accumulation and pairing concepts mastered them during the pilot project.
    • Games and video clips are used in a controlled environment where there is less possibility of aimless time loss on games, content, and commercials. Games and video clips are thematically organized by the interests of children, including their talents and learning styles. The educator determined the games and periodically controlled the way in which they were used.
    • Creating a new center of activity that is autonomous, with applications that are proven to help pre-school programs of learning.

The second pilot project focused on kindergarten group age 3-4, and the following were achieved;

  • 12 children recognized and described emotions of happiness, sadness, anger, and fear.
  • 11 children count to 10
  • 4 children count to 5
  • 3 children pronounced random numbers
  • 10 children recognized and pointed out colors correctly
  • 6 children pointed out what color it was without mistake

In conclusion, kids talked for days about the seen videos and they made creative works under direct impressions from videos.

Our success story