95 © Springer Nature Switzerland AG 2019 L. Daniela (ed.), Didactics of Smart Pedagogy, https://doi.org/10.1007/978-3-030-01551-0_5 Using Technologies to Teach Different Age Groups Meaningfully Liena Hačatrjana Abstract Increasing use of technologies in schools is inevitable as technologies provide new opportunities for innovative ways of learning and naturally attract stu- dents’ attention as modern and even playful tools. However, use of technologies can be most effective if the tasks are suitable for the specifc age of students. It is neces- sary for teachers to be aware of cognitive development of children in different age groups in order to offer teaching methods and tasks that can be well-perceived by students and that foster the development of their cognitive abilities. This chapter provides a brief overview of cognitive development of children at different school ages, including development of executive functions and cognitive abilities, and gives examples of how information technology tools can be effectively used for dif- ferent age groups. There should be at least two advantages for appropriate use of technologies: (1) age-appropriate technology use should enhance learning experi- ences so that students gain deeper knowledge, comprehension, and competencies in school subjects; and (2) appropriate tools help to maintain students’ attention and motivation, as well as foster their cognitive development, not impede it. Keywords Cognitive development · Executive functions · Technology use 1 Introduction OECD reports that 96% of students assessed in their PISA (Programme for International Student Assessment) 2012 study had access to a computer at home, but the percentage of reported use of computers at schools was signifcantly lower— only 72% (OECD, 2015). Most children are getting familiar with and using tech- nologies earlier in their lives than ever, making technology a natural way to experience and get to know the world. Therefore, it is necessary to discuss what happens when children enroll in a school system where ICT (information and L. Hačatrjana (*) University of Latvia, Riga, Latvia