Participation in technological society requires a deep and critical understanding of technology and of its impact on each individual, environment and society. Achieving technological literacy has become an important imperative of national policies. Hence, the role of education along with adequate teachers’ training have become vital. Although in recent years research in technology education has begun incorporating studies of preschools, technology education in kindergarten and in preschool teacher education remains less studied. In the present article, we pondered upon which assistive technologies in-service student preschool teachers used in implementation of technological activities with children and in other professional activities. Further, we wanted to find out how often they used a microscope, a magnifier and binoculars in technological activities in kindergarten and how they assessed the impact of various factors on the implementation of technological activities in kindergarten.
