The presence of computers in early childhood classrooms is growing, despite serious doubts about whether young children really need them or benefit from using them. A recent study of child care centers in Texas found that preschool children were using computers in more than 75% of these institutions. According to most child development experts, the assumption about "the earlier a child is exposed to technology, the better it will be for that child" is incorrect. Early childhood education is in a process of radical transformation. That transformation is one in which play and other activities that promote social and emotional learning are being replaced by academic drills designed to improve early literacy and numeracy. In this article, the author discusses this process of radical transformation. She features the Alliance for Childhood, a nonprofit partnership of educators, health professionals, and researchers, which published Tech Tonic: Towards a New Literacy of Technology (2004), a report that questions the wisdom of infusing early education with advanced technologies. Here, she presents seven reforms the Alliance for Childhood calls for to help create a new technology literacy.