The aim of this two-year study was to examine the attitudes of second-year early childhood (EC) undergraduates regarding the use of technology with young children. Patterns of technology use and ownership of digital devices by young children have changed significantly (Marsh et al., 2015; Rideout, 2017; Edwards, Straker & Oakey, 2018) but integration of these devices into EC settings remains problematic (Parette, Quesenberry & Blum, 2010; Aubrey & Dahl, 2014; Edwards & Bird, 2017). Educators beliefs about the appropriateness of technology are perceived as having the biggest impact on their successful adoption and integration (Ertmer et al, 2012; Macdonald, 2017). This study utilized qualitative methods to investigate the range of attitudes that exist towards the use of technology as a pedagogical tool. Two cohorts of students who participated in a Technology in Learning module were consulted. Data from 68 questionnaires were analysed using Clarke and Braun’s (2006; 2013) thematic analysis framework. The university's ethics committee approved the study and plain language statements and consent forms were provided. Participation was voluntary, took place outside of class hours and was not linked to student assessment. Results indicate that participating in the Technology in Learning module positively impacts pre-service educators’ perspectives on the use of technology as a learning tool in EC. Respondents reported higher levels of self-efficacy and confidence in selecting, evaluating and using a wide variety of digital tools and software with young children. This research highlights the importance of initial education in supporting appropriate technology use in EC.