Design Decisions between Teacher and Technologist in Developing Classroom Reading Modules with Everyday Software

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Russell, R. & Cuevas, J. (2009). Design Decisions between Teacher and Technologist in Developing Classroom Reading Modules with Everyday Software. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 2109-2114). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30935.

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

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Authors

Roxanne Russell, University of Phoenix Online, USA; Joshua Cuevas, Georgia State University, USA

Abstract

This case study explores an ongoing collaboration between the authors of this study, an instructional technologist and a high school literature teacher, to promote sustained reading in the classroom through reading modules that provide visually interesting display of text on a computer screen along with cognitive tools to enhance reading comprehension. From a design-based research perspective (Reeves, 2006), specific examples from the design and development process of this collaboration will be shared to illustrate the nature of design decisions that instructional technologists and teachers make in the practice of integrating technology for reading in the classroom. From a practitioner’s perspective, information about the design of these reading modules and preliminary findings about the use of these reading modules in a high school literature classroom will also be shared.

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