Abstract

This design case follows an ongoing collaboration between an instructional technologist and a high school literature teacher promoting reading comprehension through modules that provide visually interesting display of text on a computer screen along with cognitive tools. The modules were found to boost comprehension of specific content in even one use, and over time, overall reading skills were improved. Specific examples from the design and development process of this collaboration are shared here to illustrate decisions made in the face of common constraints--limited time, funding, and technical know-how--that emerged from theory and pilot studies. Teacher educators and their instructional-technology collaborators can use the information from this design and research process to harness the potential of ubiquitous software in affordable, replicable, and pedagogically sound ways.

Citation

Russell, L.R. & Cuevas, J. (2014). Designing Customizable Reading Modules for a High School Literature Classroom. TechTrends: Linking Research and Practice to Improve Learning, 58(5), 70-79. Retrieved May 28, 2023 from https://www.learntechlib.org/p/154269/.

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• barriers
• Computer Assisted Instruction
• Computer Software
• educational technology
• English Teachers
• High Schools
• language arts
• Learning Modules
• Literature
• reading comprehension
• Reading Skills
• Secondary School Teachers
• teacher collaboration
• teaching methods
• Technology Uses in Education
• Visual Stimuli