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Thus, an evidence-based understanding of how technology can support early childhood education (ECE) classrooms promises to be disproportionately useful to children's long-term wellbeing. We conducted an observational study at ten child-care centers, complemented by interviews with teachers and directors. Using a Uses and Gratifications (U&amp;G) perspective, we found that the gratifications teachers seek when they incorporate technology into the classroom cluster into six categories, such as encouraging technology literacy, regulating children's behavior, and supporting child autonomy. Using these themes, we contribute a set of design priorities for supporting this population. 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