American children's media environment has changed dramatically in the last several decades. This article reviews these technological advances and their impact. As reported in five other articles in this issue, there have been some changes in the media with which children interact and how they interact with them. However, there is also considerable continuity despite the media changes. Also discussed are issues the other five articles raise about when different technologies are functionally the same for the user and about the relative importance of the technical features and the content of each technology. Finally, policy issues involving newer and older communication media and orientations to the study of children and the media environment are considered.
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