113 © Springer Nature Switzerland AG 2020 A. Ridgway et al. (eds.), Peer Play and Relationships in Early Childhood, International Perspectives on Early Childhood Education and Development 30, https://doi.org/10.1007/978-3-030-42331-5_8 Chapter 8 A Cultural-Historical Study of Digital Devices Supporting Peer Collaboration in Early Years Learning Setting in One Saudi School Omar Sulaymani, Marilyn Fleer, and Denise Chapman 8.1 Introduction The latest advancements in touch technology have resulted in a range of new digital touch screens that support learning, such as the Galaxy tablet and Apple’s iPad. The development of these comparatively affordable, networkable and portable gadgets with superior features and a range of application (apps) choices, including educa- tional applications, have enabled learning institutions to consider them as sustainable tools for learners that are compatible with the changing demands in this digital age. For children today, the use of digital technologies is a common practice (Gray et al. 2017). The era we live in is inundated with digital technology. Children across the Arab countries, including Saudi Arabia, now have wide exposure to various interactive technologies and mass media (Wartella et al. 2016). For instance, a sur- vey conducted by the National Center for Public Opinion Polling at the King Abdul Aziz Center for National Dialogue (2017) on Saudi children’s use of smart devices and electronic games shows that approximately 91% of children in Saudi house- holds use electronic games and smart devices. It appears that children begin to use smart devices and electronic games at the age of fve and a half years, with 79% preferring to use entertainment applications, 11% using social networking programs, 7.5% using educational applications and 2.5% as hobby applications (Dialogue 2017). In fact, most of the literature available on the use and implementation of digital technologies in the early years learning environment concentrates on cases in the US, Australia and European heritage O. Sulaymani (*) · D. Chapman Monash University, Melbourne, VIC, Australia M. Fleer Early Childhood Education and Development, Monash University, Melbourne, VIC, Australia e-mail: marilyn.feer@monash.edu