This paper emanates from a study that addressed the question, In what ways can early childhood teachers infuse technology, curricula, and standards of learning to develop students� technological skills? While striving to meet the National Educational Technology Standards (NETS-S and NETS-T) and performance indicators for Teachers (2000) and Students (2000), classroom teachers need to be supported in their efforts to infuse technology into curricula and classroom practice. This paper unfolds in four sections. I begin by offering some reflections through the lens of a teacher educator on the scholarship of computer-assisted learning and teaching with young children. This discussion highlights the mammoth challenge of finding effective ways for classroom teachers to develop and demonstrate sound understandings of technological knowledge and skills that, in unison with curriculum, enhances young children�s technological learning. Then, I identify the U.S. national performance indicators for technology-literate students, Grades Pre K � 2 (International Society for Technology in Education, ISTE 2000), and list the criteria for appropriate use of technology as outlined by the National Association for the Education of Young Children (NAEYC, 1996).

In the next section, I present five cases of classroom teachers� experiences of teaching with technology that offer opportunities for young children to demonstrate their technology competencies. The first case focuses on a pre-school curriculum unit that explores wild animals through images, video clips, and sounds on the Wide World of Animals CD-ROM. The second case documents a series of lessons for kindergarten children who learn to use the painting tools of the software application, Kid Pix™. The third case details young children�s experience with a WebQuest entitled, The World of Puppets. This case illustrates how the World Wide Web can make significant contributions to teaching and learning of young children. In the second to last case, a team of pre-service and in-service teachers work together to develop a plan for technology integration that results in the design and implementation of a culmination activity for a first grade science unit, Prehistoric Life. More specifically, the children work in small groups to author slide shows using Kid Pix™. The final case provides an example of how a classroom teacher structures opportunities for her second grade students to construct technology-enhanced models that enables them to demonstrate their mathematical understandings.

In the concluding section, I inform the reader of the contributions this collection of cases offers, and purport further questions for research endeavors.