This dissertation examines how first-grade children, as a community of learners, used technology in meaningful and authentic ways within their everyday literacy practices. Two research questions were posited: What are the literacy practices of first graders as they use digital technologies within their everyday community of learners; and how do first graders use technologies as they develop as readers and writers within a new literacies paradigm? Using an ethnographic case study design, one suburban class of 22 first graders was studied over one school semester. Data sources collected included student dialogue journals, writing folders, writing artifacts, field notes, participant observation, reflective journals, and information obtained during informal lunch conversations. Student interactions during the language arts block, as well as other classroom literacy events were video recorded, and semi-structured interviews of children and parents were audio recorded. Transcriptions were analyzed using methods consistent with grounded theory. The main findings revealed how the class created a community where the expectation was that of equal partners learning together. Expectations for learning within a community were demonstrated through lessons where students interacted, engaged, helped, and shared expertise as they participated in their daily literacy events and where children incorporated classroom practices modeled by the teacher and classmates. This study offers insight on technology in early childhood classrooms and the role of the teacher in setting up authentic learning conditions where children can learn to navigate the online world to pursue their interests and purposes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]