Interactive Whiteboards in the Early Childhood Classroom

Abstract

While the appearance of technology in early childhood classrooms is increasing, the research behind how to use these devices is lacking, especially in the United States. This study supplements this type of research by focusing on the teachers’ perspectives of how interactive whiteboards can be used most effectively in their classrooms. Interviews with teachers, as well as classroom observations of interactive whiteboard usage, show that early childhood teachers face barriers to using this technology to its fullest potential.