Miss Jessie was hired because she was bilingual, but she was placed in a class where most of the children did not speak English or her home language of Spanish. The children spoke Arabic, Korean, or Polish most of the time. Where does she start? Early childhood educators across the United States are asking similar questions. Teachers often report that they have three, four, or more languages in their classroom--and those languages keep changing from year to year. To add to the challenge, multilingual materials can be hard to find and costly. It is important for teachers to have as many tools as possible to help them meet the language needs of all children in this ever-changing landscape. In addition to books and other materials on hand, technology tools allow teachers to find multilingual resources and create activities and materials that can be adapted quickly and inexpensively to meet changing language needs. There are also software applications (apps) for computer, phone, or other electronic devices, and interactive websites that can support children's dual language experiences. In this article, the authors describe ways to use the technology teachers might already have and offer some new ideas to inspire them.