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The modernization of society has brought to the fore the inclusion of new technologies in education. According to the literature, STEAM education as well as educational robotics are included in the school curriculum. The present work is an additional effort, with which, within this context, the perceptions of 10 kindergarten children on the phenomenon of day and night alternation, before and after the intervention of digital and traditional storytelling, were examined. Two groups of children were created in a kindergarten, in one group digital storytelling was used, while in the other traditional storytelling was used. Its purpose is to investigate whether digital storytelling is effective as an educational tool compared to traditional storytelling. Also, reference is made to the way technology is integrated into education today, as well as to the question of the effectiveness of its use, the benefits and the problems arising from it. The increased demand for digital media is identified and the necessary skills that educational technologists should acquire are highlighted. The technological means with the evaluation of the degree that they contribute to the educational process and learning, as mentioned in relevant studies and the problem of their integration in all environments. In order to make a better connection with the main subject of the study, a presentation is made of the concept of narrative and the benefits that can be derived from it in teaching and students. The term of alternative ideas, ie the theories that children develop for the interpretation of the world, of technological education is introduced and the need for the existence of cognitive conflict is emphasized. It is then sought, what should be the attitude of the teachers in relation to the technologies, the knowledge objects, but also the alternative ideas of the children and how it is possible to carry out the learning in a positive way. The phenomenon of the alternation of day and night is presented in the scientific sense, while the children's alternative theories about it are then given and relevant researches are mentioned. The results of the present research showed similar results both in the group that participated in digital storytelling, and in the group that followed the phenomenon with traditional teaching.