With mobile technology rapidly permeating all aspects of modern society, including education, research on teaching and learning has not only demonstrated its benefits but also highlighted certain limitations, while resistance to their usage continues to be a common response among teachers. However, with the COVID-19 pandemic bringing about unprecedented changes in all levels and sectors of education since 2020, students have been compelled to adopt e-learning to master specific learning skills, such as spelling and counting, while teachers have served as curators for this new educational environment. In this context, the aim of this research is to investigate the experiences of early childhood teachers regarding the use of technology among learners aged five in early childhood educational institutions after the pandemic to offer suitable suggestions for the future of learning. The study participants for this qualitative approach-based research were 20 early childhood teachers identified using a comprehensive case design by employing purposive sampling methods. A questionnaire comprising open-ended questions was sent to the study participants over WhatsApp. This was followed by an interview, after which the obtained data were subjected to content analysis. The participants stated that completing e-activities may be considered time spent productively by students because such activities facilitate access to basic learning skills. The study results could help teachers enhance their skills by making sense of the factors that affect their use of e-learning in the classroom.