The introduction of technology into society brings with it changes in the way children are developing and learning.

Even toys aimed at very young children are often technology based (Zevenbergen, 2007). As an educator learning about and being able to use digital technology is paramount to being a good teacher (Howell, 2012). Digital pedagogy is becoming an essential skill for teachers as the next generation of children are passing through the educational system. A digital pedagogy is the study of how digital technology should be taught (Howell, 2012). Over recent years this has become more important than ever as children are introduced to technology much earlier in life (Prensky, 2001). Students today are born into a world of technology and surrounded by the use of it from birth. Mobile phones, iPads, video clips on demand, digital music, it is all just there and a very normal part of life (Prensky, 2001). It is imperative that an educator is not only able to use technology but they are willing to learn from their students (Howell, 2012). It can be a hard transition for an educator to go from being the most knowledgeable in the classroom to having to collaborate with students while using new technologies (Howell, 2012). A teacher who is confident in the use of technology will listen to their students and be prepared to consider the ideas that are presented to them. An educator who teaches in the traditional manner is less likely to be prepared to try new ideas that are presented to them by the students (Howell, 2012). As this generation of children enter into educational settings it is becoming more apparent why digital pedagogy is so important (Zevenbergen, 2007). Children are growing up in world where everything is different. They are socialising and learning differently than the generations before them and educators need to be competent in digital pedagogy to ensure no gaps are left in the learning process. Robyn Zevenbergen (2007) states in her article titled Digital Natives Come to Preschool: implications for early childhood practice that it is urgent for digital play to be incorporated into the concepts of play. The presence of technology in education settings is now widespread although the use in early childhood settings is often limited. This is said to be because either the educators are not confident enough to use the tools to help them educate their students or because teachers and the community do not see the value of using technology in the early childhood setting (Zevenbergen, 2007). By teachers becoming proficient in digital pedagogy they are ensuring that they will be able to guide their students as they learn and develop. It is important that they are comfortable teaching with digital technology as well as learning about it from their students. A good educator will be able to incorporate digital technology into an early learning program and be able to show the community that it is an important part of moving into the future. Reference list: Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, VIC, Australia: Oxford University Press. Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5)Retrieved from http://www.scribd.com/doc/9799/Prensky-Digital-Natives-Digital-Immigrants-Part1 Zevenbergen, R. (2007). Digital Natives Come to Preschool: implications for earlychildhood practice. Contemporary Issues in Early Childhood, 8(1) http://dx.doi.org/:10.2304/ciec.2007.8.1.19