In this paper we critique existing research on the role and nature of digital technology use in Preschools. The majority of the literature points to overwhelmingly positive outcomes for young children when digital technology is thoughtfully used in play based learning contexts. However, despite the wealth of evidence that the use of tablets can be beneficial to preschool students, early childhood teachers often report being uncomfortable in teaching STEM. We suggest that, if accompanied by suitable professional development, tablets are an important addition to early childhood contexts. [This paper is the first in a symposium of three papers. For the second paper, "The Early Learning STEM Australia (ELSA): The Policy and Practice(s) of Engagement in the Early Years," see ED604738. For the third paper, "The ERA Heuristic in Action: Observations from the ELSA Pilot," see ED604739.]