Abstract
This study aimed to implement an intervention program to examine whether tablets enhance kindergarten children’s phonemic awareness. Seventy-four (74) kindergarten children (40 boys and 34 girls) aged 4 to 6 years from 4 public kindergarten classrooms participated in the study, from which 38 children formed the experimental group while 36 children formed the control one. During the intervention program, children in the experimental group were trained through tablets in initial phoneme identification, initial phoneme deletion, and phoneme segmentation, while the control group trained in the same tasks without tablets. Results showed statistically significant differences in favor of the experimental group. In conclusion, the present research found that digital media help educational practice, but it is also how teachers use digital tools to facilitate learning.