Abstract
This bibliometric study critically analyses 293 journal articles from the Scopus database, charting the trajectory of educational technology in primary and elementary education from 1986 to 2023. While limited to practical applications within primary or elementary contexts and excluding various scholarly work forms, the research unveils crucial insights. A significant uptick in publications during 2008-2016 and 2018-2023 highlights the growing importance and incorporation of digital technologies in early education. The analysis identifies recurrent themes like teacher education, game-based learning, and collaborative learning, pointing towards future research directions. The study also notes underexplored areas, including technology's role in specific subjects, ethical student engagement, gender and disability dynamics, and contributions from African contexts. It advocates for increased international collaboration, with a focus on partnerships with predominant Chinese institutions. Despite its limitations, this paper is foundational for future research, offering a roadmap for a nuanced understanding of technology's impact on young learners' educational experiences and outcomes globally.