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dc.contributor.authorFlood, Jessica L.
dc.date.accessioned2021-09-07T22:06:44Z
dc.date.available2021-09-07T22:06:44Z
dc.date.issued8/1/2009
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6154
dc.description.abstractThe purpose of my study was to describe the implications whiteboards have on literacy instruction in K-2 literacy environments through examining the following questions. How do interactive whiteboards support the literacy development of K-2 students? What strategies do teachers use with interactive whiteboards during literacy lessons? What are the perceptions of teachers' and students' regarding interactive whiteboards during literacy lessons in K-2 classrooms?
dc.subjectThesis 1890
dc.subjectBrockport Thesis Collection
dc.subjectEducation
dc.subjectInteractive Whiteboards
dc.subjectPrimary Education
dc.subjectLanguage Arts
dc.titleInteractive Whiteboards: Implications for K-2 Literacy Instruction
dc.typethesis
refterms.dateFOA2021-09-07T22:06:44Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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