When technology integration is accomplished successfully in early childhood education settings, children tend to interact more with one another and exchange information related to computer tasks as well as the overall classroom on-going curriculum themes. Therefore, to explore how young children are interacting in computer areas when using computers as integrated tools for learning is valuable. Accordingly, the research questions were as follows: (1) What factors support young children's social interaction in technology integration?; and (2) What factors hinder young children's social interaction in technology integration? The supporting factors were found as the connection with classroom themes, user-friendly software design, working pairs, and open-ended software programme. The hindering factors were summarized as teacher interruption, closed-software programme, and environmental limitations.