Abstract

Many employers are calling for high school graduates who are equipped with skills to research, manage, and process information from multiple sources and communicate effectively to others through a variety of sources. Yet, students are not being appropriately prepared with online research and comprehension skills in schools today. A major factor impacting this problem is that teachers do not possess the knowledge and skills to effectively address online research and comprehension skills in the intermediate grades. This dissertation in practice proposes a solution to this problem of practice through the design of an educative curriculum that introduces online research and comprehension skills to upper elementary students. It also provides teachers with necessary knowledge to aid their pedagogical design capacity throughout the curriculum. Prior to the development of the curriculum, a case study was conducted to determine how a fourth-grade teacher integrates digital tools during guided reading lessons to support students' development of online research and comprehension skills. The results showed that the implementation was challenging and resulted in role changes for both the teacher and students. These findings supported the design choices of the base curriculum for students, set within the guided reading framework, and educative features to support teachers.

Graduation Date

2016

Semester

Summer

Advisor

Zygouris-Coe, Vassiliki

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning and Leadership

Degree Program

Education

Format

application/pdf

Identifier

CFE0006702

URL

http://purl.fcla.edu/fcla/etd/CFE0006702

Language

English

Release Date

February 2020

Length of Campus-only Access

3 years

Access Status

Doctoral Dissertation (Campus-only Access)

Share

COinS