The focus of this qualitative, descriptive case study was to (a) investigate the knowledge English Language Arts preservice and inservice teachers had about eTextbooks and Open Educational Resources (OERs) and (b) how they planned to use that knowledge to develop their current/future 6-12 grade students' comprehension and content knowledge. Included within the study were specifics regarding how eTextbooks and OERs can be used to support adolescent learners and how online comprehension skills can be developed. Data were analyzed in order to determine themes related to the use and planning for eTextbooks and OERs in the secondary ELA classroom. Data sources for this study included the participant interviews, document analysis, and a focus group interview. Findings revealed that participants (N=6) were both excited and apprehensive about using technology and that although they had some personal experiences with eTextbooks and OERs, they would need more specific support in helping their future or current students to develop online reading comprehension skills. Implications and recommendations are offered for preservice teacher educators, classroom teachers and professional developers, researchers, and publishers.
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Doctor of Philosophy (Ph.D.)
College of Education and Human Performance
Education; Reading Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Smith, Lourdes, "English Language Arts Preservice and Inservice Teacher's Knowledge about How to Use eTextbooks and Open Educational Resources to Support Students' Comprehension: A Case Study" (2017). Electronic Theses and Dissertations, 2004-2019. 5547.