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.
Notes
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Graduation Date
2016
Semester
Summer
Advisor
Zygouris-Coe, Vicky
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
2-15-2020
Length of Campus-only Access
3 years
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Van Allen, Jennifer, "Internet Reading and Learning in a Guided Reading Context" (2016). Electronic Theses and Dissertations. 5496.
https://stars.library.ucf.edu/etd/5496