Reader's learning supported by the interactive digital Board: An empirical study

Abstract

The use of the interactive digital board has been promoted in Chile, although there are scant studies about its impact on the learning at the schools. This article shows the results of implementing this resource for 14 weeks in the learning of reading at an elementary school first-grade class in a vulnerable community in Concepción Province, Chile. A quasi-experimental design with controls was used including pre-tests and post-tests. The results show that the didactic integration of the technology in the interactive situations of reading learning contributes to the development of reading skills in the students.