The pandemic accelerated the movement toward using technology at all levels of teaching and learning. While schools and homes were inundated with options of what educational technology to use, often the questions of why and when to use it were glossed over. Especially in early childhood, we must examine the questions of what technology trades off with in the learning environment and what nontechnological pedagogies and tools we must protect.
High-quality instruction takes place within a specific context, so how can we weigh the affordances of learning with and without edtech to balance the needs of early childhood teachers, their students, and their families?
