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Twenty four Kindergarten students attending Jakarta International School participated in an action research study exploring the question, “What is the effect of digital technologies on engagement and complexity of thinking of the explorations of 5-6 year old children in a Reggio inspired setting?” A two-group pre-test and post-test design measured student engagement and student complexity of thinking after a seven week intervention. The experimental group consisted of one class of Kindergarten students who were exposed to opportunities for using iPads as a language of expression, as a device for creation. The control group consisted of a second Kindergarten class who were exposed to opportunities for using iPads in the traditional way, as a device for consumption. Results indicated that after the intervention period, although the scores of both groups increased, the level of engagement and the depth of thinking of the experimental group was higher.