Reading instruction has continued to change throughout the years as researchers and educators seek to find the most effective way to teach students the skills and practices needed to become successful readers. Most teachers use the basal reading series as the primary focus for language arts lessons. Basals are commonly used to introduce a variety of text genres and skills. However, basals are simply one component of reading instruction and students today need diverse exposure to a variety of resources.
The use of technology in the classroom is becoming a necessary component in the way students retrieve information and extend their knowledge. Interactive whiteboards are one of the newest tools that encompass a variety of applications including the Internet. They can be used to teach reading through interactions with a common text, which provide opportunities for whole-group instruction. However, research concerning the use of this technology during reading instruction is a seemingly unexplored field.
This research study was designed to gain a greater understanding of how the interactive whiteboard can be used during reading instruction. Select third grade teachers were interviewed and observed to gather evidence on the impact that interactive whiteboards have during the teaching of reading. Once data were collected and analyzed it was reported that interactive whiteboards can be used for a variety of reading instructional practices. Overall, there was a positive attitude toward the use of this innovative teaching tool.