Stevenson, Jean M.Shannon, TerrieGoodreau, Amanda Suzanne2013-09-262017-04-142013-09-262017-04-1420132013https://hdl.handle.net/11299/187558A Thesis Submitted to the Faculty of the Graduate School of the University of Minnesota in Partial Fulfillment of the Requirements for the Degree of Master of Education, July 2013Committee names: Jean M. Stevenson (Chair), Terrie Shannon. This item has been modified from the original to redact the signatures present.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.enEarly childhood classroomTechnologyMaster of EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Cs (coursework-based master's degrees)Interactive whiteboards.Early childhood education.Scholarly Text or Essay