Smart Technology for Smarter Kids Technology has proven to be a milestone in human development. It is only natural to want to incorporate this technology into our school programs and learning environment, and is now used as a means of instruction in the preschool, primary, and secondary classroom as well as beyond. Is it safe though, for the young, still developing minds of our future? These children, pre-school through primary, are around ages three- to eight-years- old. Many argue computers and other forms of technology have no place in the curriculum; whereas, the validity that teachers whom have incorporated it within the classroom feel it has enhanced the learning environment and overall, the students have developmentally progressed through documented developmental milestones at a faster rate than without the engagement of technology involved. Young children can be marked through developmental milestones; there are a known sequence of landmarks documented from childhood researchers and theorists. Exposure to certain disruption or not being correctly exposed to the applicable ideally guided assistance can prohibit these events from occurring (Feeney, et al, 2010). Technology exposure is inevitable though, especially within this twenty-first century. In addition to the introduction and development of literacy and numeracy skills and a strong emphasis on the shaping and improving of fine and gross motor skills, interaction and socialization are also key components to a successful Early Childhood Program. When exposing children to technology appropriately, it should not hinder their development and be coherent to developmental stage (2010). “Computers, [should only] supplement but cannot replace the traditional play materials and activities of the early childhood environment” (p. 270). When implementing computer based activities in the early childhood