Preschool curriculum policies around the world emphasize the role ofdigital tools in educational practice. At the same time, the availability of tools suchas tablets has increased significantly in the last decade. Although preschools haveworked with these tools during the last years, little is known about what actualactivities teachers implement and perform in practice and how digital tablets can beeffectively integrated. In contributing to filling this gap, we used online surveys toprobe approximately 500 teachers’ use of digital tablets in their practice. Resultsshowed that teachers believe that tablets increase both collaboration and participation.In connection with the subject of technology, many creative ideas and solutionsevolved. Computer programming activities also emerged saliently,which the teacherssaw as a means to foster generic skills and subject knowledge. The findings pointto digital tablets being associated with preschool teachers’ implementation of meaningful, engaging, self-generated, and rich activities. In helping to integrate emerging digital tools in educational practice, teachers are encouraged to consult online forums,web resources, available online courses, and articles. Teachers are also advised toallocate the necessary time required to plan and implement the work.