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Digital technology is a central part of young children’s everyday lives in most societies today. This paper contributes to current research by exploring two teachers’ pedagogical strategies when creating digital stories together with groups of six kindergarten children (age 4–5). The study has a qualitative, multiple-case study design. The analysis was performed inductively across the two cases. The findings show that when creating digital stories with young children, teachers’ various pedagogical strategies are equally important for the process and product: Inviting to dialogue, Explaining the practical, and Instructing for results. An encouraging tone characterises the teachers’ communication. The research findings contribute to knowledge of how teachers involve groups of children in technology-mediated story creation processes by highlighting the pedagogical perspectives when using digital technology.

This article considers theoretical and experimental materials, revealing the role of ecological education technologies for the systematic implementation of this movement in kindergarten, which provides the establishment of ecological culture in children. It gives the foundation of the term “pedagogic technology” and its application in the pedagogic-ecological process in kindergarten. Pedagogical technology is examined as a part of the educational process, as a system of educational activities that is planned for the entire year and presented in detail so that other preschool teachers can implement it many times in different conditions of the educational process. The article shows the core role of ecological education technology in children 3–7 years old, and also its central importance for the innovative model of ecological education management.