Technology is rapidly being integrated in most k-12 classrooms in California. Personal devices such as smartphones and tablets are becoming increasingly commonplace among children preschool age and younger. Early childhood educators are asking whether technology can accomplish the same learning goals of traditional hands on learning. This research study explores the effects of virtual learning using iPads in the preschool classroom. Using a pre-experimental design, children were tested using physical didactic materials, and then tested again using the same materials virtually on an iPad program. Using both quantitative and qualitative data, results of performance using both methods of instruction were inconclusive. However, the five year olds did show significantly lower scores using the iPad, indicating perhaps more familiarity with the physical materials. They also showed less frustration and better recall, indicating more maturity and readiness for new types of learning. When making decisions about technology in the preschool classroom, age and maturity of the child needs to be taken into account. Thoughtful consideration needs to be taken into account when using technology at the preschool level
