In this chapter, we want to explore why such little change seems to have occurred in Australia and offer some suggestions as to how teachers of early literacy may begin to change almost every aspect of their professional equipment. More specifically we intend to address the following questions: • What are current views of what constitutes literacy in a technology environment? • What are the realities of policy and pedagogy in teaching literacy in the early years in a technology environment? • What seem to be the barriers to change for the teaching of early literacy in a technology environment? • What are some possible solutions for beginning to change the paradigm of early childhood teachers?