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Group-reflections from thirteen Norwegian early childhood educators and their ontological beliefs concerning digital technology in ECEC were analysed with a theory-driven thematic analysis. The analysis highlights two tensions between individual and collective reasons for using digital technology in ECEC: a tension between the educators\u2019 ontological beliefs about the need for children\u2019s collective experiences and children\u2019s individual use of digital technology, and another tension related to the educators\u2019 own individual learning and collective knowledge construction about technology. We derive time as the key reason for the individual-collective tensions. Educators need time to develop good experiences with digital technology for all children, and they need time to develop their own learning, individually and collectively. 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