New technologies are dramatically changing early childhood education in the twenty-first century, as well as the face of childhood itself. Access to new technologies - in the Western world at least-provide young children with a myriad of possible activities and explorations that were not possible even a few years ago. But how can we explain and understand the nature of these differences and explore their implication for education? And how are the broader personal and social experiences of young children affected by these new classroom technologies?
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