Interactive Whiteboard Use During Student Collaborative Reading Practices: A Yearlong Comparison of Instructional Approaches

• In Event: Poster Session 2
  In Poster Session: Technology as an Agent of Change in Teaching and Learning SIG Poster Session

Abstract

The burgeoning use of interactive white boards (IWBs) in classrooms has been met with skepticism regarding how these new modes of communication can facilitate learning. We investigated IWB use during a reading lesson, specifically attending to the affordances of collaboration. We analyzed recorded observations of 21 middle school language arts teachers over a single academic year as they developed knowledge about and competence with a structured reading program called Collaborative Strategic Reading (CSR, Klingner & Vaughn, 1999; 2000) while simultaneously learning to use Promethean Boards (PBs). Findings revealed a) the importance of explicit instructional prompts for student-led co-construction of texts and feedback and b) a significant increase in the variety of PB use over the academic year (t=2.11, p<.05).

Authors

• Diana J. Arya, University of California - Santa Barbara

• Rebecca Beucher, University of Colorado - Boulder

• Chao Wang, University of Colorado

• Alison Gould Boardman, University of Colorado - Boulder

• Janette K. Klingner, University of Colorado - Boulder