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The purpose of this thesis was to investigate the perceptions of preschool teachers towards e-books and the level of their general knowledge about these types of technological tools in the educational process. In addition, the paper aims to research the degree of integration and the use of e-books in the educational process, particularly in preschool education. The methodology was based on empirical research using a structured questionnaire. The sample of the survey consisted of 130 kindergartens from different regions of Greece. The results of the survey showed that the preschool teachers were not sufficiently informed of the e-books and they hardly use them for personal reasons and in the educational process as well. That is why the degree of the e-book’s integration in the pre-school educational process was highly low. However, the preschool teachers have positive perceptions for using the e-book in pre-school education. Preschool teachers identified as the most important factors in using e-books in the educational process: a) the lack of technological equipment, b) the lack of funding, c) the inadequate teacher training in digital media, and d) the insufficient level of teachers' knowledge. Additionally, their positive perceptions confirmed by supporting the e-books' advantages and by rejecting the disadvantages of e-books as well