Abstract:Technology can make substantial contributions to early childhood mathematics education, if used well (Sarama & Clements, 2002; Seng, 1999). Unfortunately, in the United States, reality often falls short of realizing this promise (Cuban, 2001; Healy, 1998). To be effective, teachers need to select appropriate software and practice successful teaching strategies. To learn to do this, they need to participate in high-quality professional development. Fortunately, research provides guidelines for each of these three areas. In this article, we draw implications from what we have learned from research regarding selecting software, using effective teaching strategies, and providing professional development. We also share concrete examples from two related projects, a software development project and a large-scale research project.