Highlights Addressed young children’s online learning during the pandemic. Added new understanding of parents’ beliefs and attitudes around online learning. Identified challenges and issues in promoting online learning during COVID-19.

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With the ever-diversifying digital landscape of the 21st century, terms such as 'information and communication technologies' (ICT), 'digital media' and 'technologies' are often used to refer to a broad set of digital devices and applications. However, the use of these umbrellaconcepts in educational contexts has caused issues when used in conjunction with concepts such as affordances and integration. In this paper, eight Chinese preservice early childhood teachers' perceptions of ICT and its affordances are explored through online interviews. The participants conceptualised 'ICT' as screen-based technologies such as interactive whiteboards and computers. These technologies were perceived to afford efficiency and assistance, particularly for teacher-centred practice, but to constrain children's tactile and direct hands-on experience. The results highlight the importance of sociocultural contexts (e.g. practicum places and educational traditions) in shaping preservice teachers' perceptions of technology and technology use. Implications for future technology integration research and teacher education are discussed.

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