Growing interest in early literacy has been evidenced by the trend to set state standards for the literacy development of young children (Neuman and Roskos 2005) and the call for teacher professional development to meet the corresponding curricular demands (Strickland 2003). Because the implementation of the early literacy standards in educational practice proves arduous for teachers, this study begins to address such challenges by exploring how technology can play a role in fostering the development of literacy and communications skills in kindergarten classrooms. It does so through research flanking the design and development of PictoPal, a technology-based intervention that supports emergent reading and writing skills in four and five year old children. Whereas previous publications have described the design and development of PictoPal (McKenney and Voogt 2005), or the learner results (Voogt and McKenney 2007, in press), this paper discusses the role of teachers as curriculum (materials) designers and implementers during the PictoPal intervention. The research was directed by the following main question: "What scaffolds are needed to assist teachers in designing and implementing technology-supported lesson materials that foster emergent literacy in kindergarten classrooms?" The proposed paper will report on three case studies. The first study centered on the kinds of support teachers need while designing their own PictoPal materials; these data were collected through observations and analysis of the materials created. The second study examined the implementation of materials created by others, with data collected through observations and interviews. The third study explored support given to teachers as they design classroom learning environments that stimulate use of learner products created with PictoPal (e.g. a grocery corner in the classroom where children can 'shop' for the items on the list they created with PictoPal). The first study revealed that teachers are able to design their own materials, with strong support from project staff. Although the need for technical support waned over time, the need for pedagogical and organizational scaffolding did not decrease during the two month period. The second study examined the implementation of pre-designed materials. While the teachers were able to integrate the outputs from PictoPal activities (e.g. poems, postcards) into their classroom lessons, data suggested that the quality of the environments created could be improved. This led to the third case study, for which the data collection will be completed by June, 2007. Because research in the area of literacy and technology is severely lacking (Kamil, Intrator et al. 2000), especially within the 0-8 age range (Lankshear and Knoebel 2003), the guidelines for designing and implementing technology-based lesson materials that have resulted from this research offer an important contribution to the field. The proposed paper will describe the research methods and results in greater detail, while also suggesting design guidelines for similar activities. Kamil, M., S. Intrator, et al. (2000). The effects of other technologies on literacy and literacy learning. Handbook of reading research: Volume 3. M. Kamil, P. Mosenthal, D. Reason and R. Barr. Mahwah, NJ, Lawrence Earlbaum: 771-788. Lankshear, C. and M. Knoebel (2003). "New technologies in early childhood literacy research: A review of research." Journal of Early Childhood Literacy 3(1): 59-82. McKenney, S. and J. Voogt (2005). Using ICT to foster (pre) reading and writing skills in young children. American Educational Research Association. Montreal. Neuman, S. and K. Roskos (2005). "The state of state pre-kindergarten standards." Early Childhood Research Quarterly 20: 125-145. Strickland, D. (2003). Literacies in early childhood: The interface of policy, research and practice. The International Literacy Conference. Toronto, Canada. Voogt, J. and S. McKenney (2007, in press). "Using ICT to Foster Emergent Reading and Writing Skills in Young Children." Computers in the Schools.We are considering using this paper as the basis for an article to be submitted to an international journal