Background. This study explored the attitudes of in-service early childhood educators in Hong Kong towards generative artificial intelligence (AI) and emerging technologies. It examined their perceptions of benefits and challenges, self-perceived digital literacy, and the future role of technology in early childhood education (ECE). Methods. Data were collected from 97 in-service early childhood educators in Hong Kong using a self-reported questionnaire. The questionnaire included Likert-scale and multiple-choice questions to assess technology usage, perceived digital literacy, and perceived benefits and challenges. An open-ended question allowed educators to share broader views on technology integration. Results. While educators recognised the potential of generative AI for enhancing lesson planning and personalised learning, actual usage was inconsistent, with over half reporting no use of these technologies in their teaching. A significant barrier was inadequate training and resources, with 77.1% reporting insufficient professional development. Educators emphasised the need to balance technology with traditional sensory-based learning, highlighting the importance of direct experiences in early childhood development. Conclusions. This study highlights the need for comprehensive training programs and increased resource allocation to support effective technology integration in ECE. Policymakers should prioritise fostering supportive environments and infrastructure to empower educators. These findings underscored the importance of addressing integration barriers and suggested directions for future research on technology’s impact and policy support in education.