ABSTRACT
This chapter begins by taking a critical look at the oft mentioned 'potential' of technologies to make a difference to children's learning. Young children's learning in the digital age is sometimes tied to assumptions about the potential of technologies to enable children's learning in newer or more effective ways. The Learning Sciences represents the collective body of research, theory and philosophical thought describing contemporary thinking about learning and teaching. The role of education, rather baldly speaking, was the achievement of a sufficient level of literacy and numeracy to enable participation in the action of production. Young children's learning in the digital age is a co-evolving process in which learning influences technological innovation and technological innovation amplifies knowledge possibilities. Assumed relations between technologies and learning tend to mirror technological determinist notions of cause and effect. The amplification of information sharing and communication made possible by technologies co-evolves with new learning.
