Kaynar, NeslihanSadık, OlgunBoichuk, Elina2021-05-152021-05-1520208756-38941559-7075https://doi.org/10.1007/s11528-020-00520-5https://hdl.handle.net/20.500.12939/196Sadik, Olgun/0000-0002-8852-8189; kaynar, neslihan/0000-0002-7535-428XThis paper examines teachers' perceptions about using electronic books (e-books) in early childhood education to improve students' literacy skills. Semi-structured interviews were conducted with 13 teachers in three different schools for this aim. Thematic analysis technique was used to analyze the views. The findings suggest that teachers' perceptions of e-books are generally positive. During the interviews, most of the teachers stated that using e-books in early childhood increased the students' interest in reading and their reading competencies. As a mechanism for rewarding, electronic badges integrated into the e-books were reported as a positive factor increasing the students' interest in reading. However, technical problems and parents' limited guidance were reported as the biggest challenges for the students and the teachers in the study.eninfo:eu-repo/semantics/closedAccessEarly Childhood EducationElectronic BooksLiteracyParental GuidanceElectronic BadgesArticle10.1007/s11528-020-00520-56469119212-s2.0-85086157804Q1WOS:000539694200002N/A