Technology, Tablets and Dewey: Can Experiential Learning Survive in Digital Early Childhood Spaces? 

In today’s digital age, tablets, interactive apps and online learning platforms are becoming increasingly common in early childhood settings. For parents in Hurstville, NSW, this raises an important question: can experiential learning, the hands-on, exploratory approach championed by education theorist John Dewey, survive in a screen-based world? 

Meaning from the Interaction with the World 

Dewey believed that children learn best through experience. His educational philosophy emphasised active engagement, curiosity and reflection. Learning, in Dewey’s view, is not just the accumulation of facts but the process of making meaning from interaction with the world. Traditionally, this meant messy play, building blocks, outdoor exploration and collaborative problem-solving—activities that allow children to test ideas, solve problems and learn through trial and error. 

Enter the tablet. Modern apps promise personalised learning experiences, colourful visuals and instant feedback. Children can count, read and even explore science concepts at the swipe of a finger. These tools offer undeniable benefits: accessibility, engagement and exposure to digital literacy skills essential for the 21st century. Yet, there’s a growing concern that screen-based learning may be replacing active, hands-on experiences with passive consumption. 

Evaluating these digital tools through Dewey’s experiential lens helps parents make informed choices. Dewey’s framework asks three critical questions: 

1. Is the child actively engaged? True experiential learning requires active participation, not just watching or tapping. Interactive apps that encourage problem-solving, creativity and decision-making align more closely with Dewey’s ideals than passive video tutorials. 
2. Is there a real-world connection? Dewey emphasised that learning should relate to children’s lives and experiences. For example, a gardening app can be effective if a child is encouraged to plant seeds in a backyard or community garden. Similarly, counting apps become meaningful when applied to sorting toys, cooking, or sharing snacks. 
3. Does it promote reflection? Dewey highlighted the importance of thinking about actions and outcomes. Digital activities that prompt children to predict, experiment and discuss results—either verbally with caregivers or by repeating actions to see different outcomes—retain the reflective element of experiential learning. 

For parents in Hurstville, the challenge is balance. Technology doesn’t have to replace traditional play; instead, it can complement it. Screen time should be intentional, limited and integrated with real-world experiences. For instance, a science app about water cycles becomes far more powerful when children can observe rain, pour water and discuss evaporation and condensation in their own backyard. 

Thoughtful Use of Technology 

Ultimately, experiential learning can survive—and even thrive—in digital spaces—but only when technology is used thoughtfully. By applying Dewey’s principles, parents can ensure that tablets and apps become tools for active exploration rather than passive consumption. In this way, children in Hurstville can enjoy the best of both worlds: the digital skills of tomorrow and the hands-on, curiosity-driven learning that Dewey championed over a century ago.