Early childhood students are becoming exposed to technological devices at an early age. It's a natural part of children's lives and has been shown to support emergent literacy development (McGee & Richgels, 2006). Although our society has become more dependent on technology, early childhood settings often lag behind in that area (Parette, Quesenberry, & Blum, 2009). "We are quite optimistic that change will indeed occur-as the early childhood discipline embraces the challenge of reconceptualizing the role of technology in the developmentally appropriate practice" (p. 341).
McGee, L.M, & Richgels, D. J. (2006). Can technology support emergent reading and writing? Directions for the Future. In M.C. McKenna, L.D. Labbo, R.D., Kieffer, & D. Reinking (Eds). International Handbook of Literacy and Technology (Vol. 2, pp. 369-377). Mahwah, NJ: Lawrence Erlbaum Associates.
Parette, H., Quesenberry, A., & Blum, C. (2009). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37(5), 335-343.