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Every day, we are surrounded by stories in print, on social media, in blogs, on the radio, and in stories from our friends and family. The ways people make meaning and communicate are increasingly multimodal and digital; yet, the preschool classroom, for all its multimodal learning, is sometimes devoid of technology. In this action research project, the authors integrated an iPad into a play-based preschool classroom to support emergent literacy and playful storytelling. The students used multimodal and multi-actor storytelling to collaborate, navigate their places in the classroom, and connect their school experiences to their home lives.

The article offers information related to inclusion of technology in preschools. Topics discused include paradigm shift in expectations of schools and children by envisioning new basics to expand symbolic representation in their play and communication, experience or professional development of teachers to bring technology into the classroom and enhancing digital literacies among children to help prepare them to be global citizens.