An interview by the Vietnam Association for Non-Public Preschool Education (VANPPE) with teacher Nguyen Thi Thu, Academic Manager at Merry Star Kindergarten, September 22, 2026.
VANPPE: Merry Star recently had an interesting experience, with 20 five-year-olds independently completing the Cambridge Primary Insight assessment on iPads. What impressed you the most?
Teacher Nguyen Thi Thu: What impressed me most was not that the children were “taking a test,” but how confident and independent they were in using technology – specifically, the iPad.
At Merry Star, students have been familiar with using digital devices as part of their daily learning from the age of three, in the “Đậu” class, with guidance from their teachers. So when they took a standardized assessment at age five, the technology itself was not unfamiliar. Each child could read, listen, select answers and complete the required actions on the screen independently.
Cambridge Primary Insight is an adaptive digital skills assessment: the system adjusts the difficulty of questions based on each child’s responses. This gives teachers a better understanding of children’s abilities, strengths and areas for development, providing additional information to help guide teaching and learning.
VANPPE: In your view, what benefits does familiarity with devices such as iPads bring to children’s learning?
Teacher Nguyen Thi Thu: When technology becomes a natural part of the learning environment, children can focus on the task rather than figuring out how to use the device. This is something we see clearly at Merry Star. A child-friendly interface, intuitive interaction and regular use of the iPad help children become more confident and independent learners.
VANPPE: What about parents? Do they share the school’s perspective?
Teacher Nguyen Thi Thu: This is also quite interesting. Merry Star parents are generally careful about their children’s use of technology, including for educational purposes. However, when they see that the school has a clear age-appropriate pathway, controls screen time and ensures that teachers guide the children, they feel more reassured.
I think what parents appreciate most is seeing their children use technology independently. For example, when a five-year-old can confidently complete a Cambridge assessment on an iPad without a teacher doing it for them, that is very different from simply allowing a child to use a device for watching or playing.
At our school, we see the iPad simply as a learning tool. The device itself does not create learning outcomes; what matters is how, when and why teachers use it. When technology is introduced through an appropriate learning pathway and supported by teachers, it can certainly become a valuable assistant in improving teaching and learning.
VANPPE: Thank you, teacher Nguyen Thi Thu, for sharing Merry Star’s experience. We wish you and the Merry Star team continued success in using technology thoughtfully to enhance teaching and learning!
