As our technology-rich society absorbs the impact of fast-paced technology evolution, we face a desperate situation: a widening digital divide, especially the intergenerational divide between adults and children. The proposed 'Storying with Technology' approach presents a structure to guide adults while engaging with children in meaningful activity surrounding technology. The purpose of the approach is to promote connection and reconnection, meaning making, and the development of multiple literacies. Because of the presence of evolving technology, both children and adults must deal with a fluid identity, relationship, culture, and society. Storying with Technology is an approach that guides individuals through activity to maintain relationships with the self, with the other, and with the object. 'The New Phone'Mandy, aged four, watched as her father returned from work carrying the newest phone. He called her mother into the living room to take a look. Mandy's mother examined the phone while Mandy jumped up and down. She was much too excited to wait for her turn. 'Let me see. Let me see,' she shouted. Her mother stopped her from grabbing the phone. Her father told her firmly, 'This is not a toy. It is very expensive and I don't want you to break it.' Dismayed, Mandy became quiet and just watched as her parents talked about the phone. After a while, her dad sighed, 'It has so many features. It will take me a while to figure out how to use it.' Mandy said confidently, 'I know how.'The purpose of this article is to describe the need in our complex, technology-saturated world for the development of multiliteracies for children and adults, to portray the challenges of the digital divide from an intergenerational perspective, and to consider a new approach called 'Storying with Technology' to bridge the digital gap and to promote activities that foster development. Storying with Technology targets young children, ages five and under, along with adults to develop a habit of connection, or constructive interaction, around technology.As practitioners in the early childhood field, the authors have taken the following roles with technology as the leading activity: teacher, student, researcher, parent, and even child. The authors used these multiple perspectives and experiences when developing the Storying with Technology approach. This article emphasizes the need for adults and children to connect with present technology in multiple contexts and also shares the Storying with Technology approach as a practical strategy for this purpose. It is important to note that, just as technology continues to evolve and individuals struggle to keep up, this approach too must continually evolve to fit the present circumstances. Thus, the Storying with Technology approach is intended to be fluid and flexible.at NORTH DAKOTA STATE UNIV LIB on June 15, 2015 cie.sagepub.com Downloaded from
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