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Designing customizable reading modules for a high school literature classroom

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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.

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Authors and Affiliations

  1. University of Phoenix Online, 4887 Greenway Road, Norcross, GA, 30071, USA

    L. Roxanne Russell

  2. University of North Georgia, Dahlonega, GA, USA

    Joshua Cuevas

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  1. L. Roxanne Russell
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  2. Joshua Cuevas
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Correspondence to L. Roxanne Russell.

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Russell, L.R., Cuevas, J. Designing customizable reading modules for a high school literature classroom. TECHTRENDS TECH TRENDS 58, 70–79 (2014). https://doi.org/10.1007/s11528-014-0788-8

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  • DOI: https://doi.org/10.1007/s11528-014-0788-8

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