Mobile devices and, in particular, tablets have become increasingly popular in young children’s lives; however, there is limited empirical evidence regarding early childhood teachers’ perceptions on mobile technology-learning in early years. This study investigated teachers’ views on mobile devices’ usage in early childhood education classrooms, focusing on their perceived benefits, barriers and their concerns. A questionnaire with open ended questions was completed by 30 early childhood education teachers, in Greece. The primary perceived benefits regarded the facilitation of the educational process, the interactive learning environment and the support of children’s learning and development. Major perceived barriers were related to the lack of (or limited) resources/equipment, the limited teacher training opportunities and lack of funding, while key concerns regarded the constraint of hands-on experiences, children’s concentration, and cyber safety issues. Implications for pre-service and in-service teacher training, educational policy and practice, as well as links between home and school are discussed.

移动设备，尤其是平板电脑，在幼儿的生活中变得越来越流行。但是，关于幼儿教师在早期对移动技术学习的看法的经验证据有限。这项研究调查了教师对儿童在早期教育教室中使用移动设备的看法，重点是他们对感知到的好处，障碍和关注点。由希腊的30名幼儿教育老师填写了带有开放式问题的问卷。主要的好处是促进教育进程，互动学习环境以及对儿童学习和发展的支持。主要的障碍是与缺乏（或有限的）资源/设备，有限的教师培训机会以及缺乏资金有关，而主要关注点则是动手经验，儿童注意力集中和网络安全问题的限制。讨论了对职前和在职教师培训，教育政策和实践以及家庭与学校之间的联系的影响。