COPYRIGHTED MATERIAL eagles raise their young, observing and discussing what eagles eat, where they live, and how that connects with their own lives. or teach children to use digital cameras to photograph their block constructions, print, and post them together with their stories and reflect with others about their creations. Collaborate by video chat with children and classrooms in other parts of the country or world and/or use “video visiting” to involve distant family members with classroom projects. Use technology to enrich, not replace, hands-on learning experiences so important to young children. (p. 18) The book is full of valuable ideas from Brian and colleagues around the country who are developing and refining classroom uses of technology. And it seems to me that the early childhood field is launched upon a new phase in its approach to technology. One milestone of this is the recent publication of the National Association for the Education of Young Children (NAEYC)’s posi- tion statement on technology, developed with the Fred Rogers Center (FRC), which states both the cautions and the myriad opportunities for learning in technology and interactive media, as expressed here: “Thanks to a rich body of research, we know much about how young children grow, learn, play, and develop. There has never been a more important time to apply principles of development and learning when considering the use of cutting-edge technolo- gies and new media” (NAEYC and FRC 2012, 1). Like this position statement, Teaching in the Digital Age is grounded in a strong understanding of how children develop and learn, as well as in a great respect for teachers. Recognizing that it is teachers and families who know best the children they care for and teach, Brian encourages early childhood educa- tors to make use of technology in their own ways suited to their own context. For example, in a program with families that have parents in the military or working difficult hours, and are thus unable to attend teacher conferences, a fresh possibility is videoconferencing. Not only can teacher and parents see one another, but the teacher can share the child’s work samples, photographs of classroom learning, and other items that make the long-distance parent-teacher conference experience almost as real as meeting in person. xiv COPYRIGHTED MATERIAL