The purpose of this study was to examine the influences on young children's behavior, engagement level and representation during storytelling using an interactive whiteboard. The study consisted of observations and interviews of four pairs of students as they were re&ndashtelling the story of Goldilocks and the Three Bears on an interactive whiteboard. A first grade classroom was identified by a teacher responding to an email. The sole criterion that I gave the teacher was for her to select eight participants that have the ability to complete a storytelling activity independently while using an interactive whiteboard. Each participant was observed as they completed the storytelling and then immediately interviewed about their experience using an interactive whiteboard. The methodological framework was a qualitative, descriptive naturalistic study analyzed through the lens of the Interpretivist and Deconstructionist paradigms. Specifically, I used the Constructivist Theory and Poststructural perspective, ThirdSchool of Teaching and Curriculum Leadershi
