ABSTRACT
The debate around the potential and relevance of technology to early years and primary education has lasted for many years. Practitioners have voiced concerns about risks posed by technology whilst also acknowledging that it is becoming increasingly integrated with everyday life and creating a need for children to develop digital literacies unheard of previous generations. As the COVID-19 pandemic separated children from their classrooms, friends and the wider community, the technologies that had previously posed a distraction to learning became the means to deliver it. Now, with the return to classroom-based learning, practitioners must decide how much technology should be incorporated into the curriculum to give children the skills they need for a world where technology is embedded in everyday processes.
