In the 1950s, Harold Innes (1950, 1951) noted that changes in communicationstechnologies alter the structure of thoughts, the character of symbols and the nature of community. That is, changes in the ways in which we are able to communicateimpact what we think about, the tools we use to think, and the context in which we do this thinking, in effect changes how we see ourselves in the world and the waysin which that world operates. Importantly, Innes (1951) also described a link between the emergence of new communications technologies and the capacity forindividuals and groups to engage with and potentially reshape dominant discourses. In this chapter, I suggest that these shifts and the challenges created bythem are not the exclusive domain of adults. In fact, the more far-reaching consequences of changes in communications technologies are to be seen in theirimpact on children.
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