Abstract
Early education is a rapidly changing sector, gaining economic and political importance as a key site of intervention into young children's lives. The integration of technology (such as smart phones and ipads) into the preschool space marks a new departure in how teachers engage with and document children’s learning. This paper considers the introduction of e-portfolios to the educational space, as an online tool intended to foster greater engagement between parent, teacher and child in early education settings. Drawing on NZ based research, I will critically examine the emergence of these 'virtual' educational spaces and consider their potential transformative import for the socio-spatial identities of young children, teachers and parents within the early education environment.