Teachers' lesson design as remix

Composing with internet resources and a smart authoring tool

Bridget Dalton, Blaine Smith

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Integrating literacy, technology, pedagogy, and content is challenging for secondary education teachers. The authors propose remix as a useful representation of the lesson composing practices that teachers engage in as they combine and manipulate digital resources to create Internet-based learning experiences. This study examines 34 teachers' lesson designs composed with a free authoring tool that scaffolds the embedding of Internet resources and pedagogical agents. Lessons designed for students in grades 6-12 and published to a public database are analyzed for design orientation, goals, reading strategies, and pedagogical agent use. Design orientations include immersing students in a multimodal experience to enhance content and literacy, providing access to primary documents, and developing Web evaluation skills and media literacy. The pedagogical focus of the authoring tool is reflected in teachers' remix of strategy prompts and pedagogical agents, with a majority customizing coaching scripts to support online reading. Consistent with the results of Dalton and Smith's 2012 study of lessons designed for elementary grade students, these findings provide additional support for the design and use of smart authoring tools scaffold teachers as designers who remix digital content and pedagogy to create productive online literacy and learning experiences for their students and for each other.

Original languageEnglish (US)
Title of host publicationExploring Multimodal Composition and Digital Writing
PublisherIGI Global
Pages119-137
Number of pages19
ISBN (Print)9781466643468, 1466643455, 9781466643451
DOIs
StatePublished - Jul 31 2013
Externally publishedYes

Fingerprint

Internet
literacy
teacher
resources
student
school grade
experience
coaching
secondary education
learning
Authoring
Remix
Composing
Resources
World Wide Web
evaluation
Literacy
Pedagogy

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

Cite this

Dalton, B., & Smith, B. (2013). Teachers' lesson design as remix: Composing with internet resources and a smart authoring tool. In Exploring Multimodal Composition and Digital Writing (pp. 119-137). IGI Global. https://doi.org/10.4018/978-1-4666-4345-1.ch008

Teachers' lesson design as remix : Composing with internet resources and a smart authoring tool. / Dalton, Bridget; Smith, Blaine.

Exploring Multimodal Composition and Digital Writing. IGI Global, 2013. p. 119-137.

Research output: Chapter in Book/Report/Conference proceedingChapter

Dalton, B & Smith, B 2013, Teachers' lesson design as remix: Composing with internet resources and a smart authoring tool. in Exploring Multimodal Composition and Digital Writing. IGI Global, pp. 119-137. https://doi.org/10.4018/978-1-4666-4345-1.ch008
Dalton B, Smith B. Teachers' lesson design as remix: Composing with internet resources and a smart authoring tool. In Exploring Multimodal Composition and Digital Writing. IGI Global. 2013. p. 119-137 https://doi.org/10.4018/978-1-4666-4345-1.ch008
Dalton, Bridget ; Smith, Blaine. / Teachers' lesson design as remix : Composing with internet resources and a smart authoring tool. Exploring Multimodal Composition and Digital Writing. IGI Global, 2013. pp. 119-137
@inbook{34f2796b496e4ebab2b0af314748cc16,
title = "Teachers' lesson design as remix: Composing with internet resources and a smart authoring tool",
abstract = "Integrating literacy, technology, pedagogy, and content is challenging for secondary education teachers. The authors propose remix as a useful representation of the lesson composing practices that teachers engage in as they combine and manipulate digital resources to create Internet-based learning experiences. This study examines 34 teachers' lesson designs composed with a free authoring tool that scaffolds the embedding of Internet resources and pedagogical agents. Lessons designed for students in grades 6-12 and published to a public database are analyzed for design orientation, goals, reading strategies, and pedagogical agent use. Design orientations include immersing students in a multimodal experience to enhance content and literacy, providing access to primary documents, and developing Web evaluation skills and media literacy. The pedagogical focus of the authoring tool is reflected in teachers' remix of strategy prompts and pedagogical agents, with a majority customizing coaching scripts to support online reading. Consistent with the results of Dalton and Smith's 2012 study of lessons designed for elementary grade students, these findings provide additional support for the design and use of smart authoring tools scaffold teachers as designers who remix digital content and pedagogy to create productive online literacy and learning experiences for their students and for each other.",
author = "Bridget Dalton and Blaine Smith",
year = "2013",
month = "7",
day = "31",
doi = "10.4018/978-1-4666-4345-1.ch008",
language = "English (US)",
isbn = "9781466643468",
pages = "119--137",
booktitle = "Exploring Multimodal Composition and Digital Writing",
publisher = "IGI Global",

}

TY - CHAP

T1 - Teachers' lesson design as remix

T2 - Composing with internet resources and a smart authoring tool

AU - Dalton, Bridget

AU - Smith, Blaine

PY - 2013/7/31

Y1 - 2013/7/31

N2 - Integrating literacy, technology, pedagogy, and content is challenging for secondary education teachers. The authors propose remix as a useful representation of the lesson composing practices that teachers engage in as they combine and manipulate digital resources to create Internet-based learning experiences. This study examines 34 teachers' lesson designs composed with a free authoring tool that scaffolds the embedding of Internet resources and pedagogical agents. Lessons designed for students in grades 6-12 and published to a public database are analyzed for design orientation, goals, reading strategies, and pedagogical agent use. Design orientations include immersing students in a multimodal experience to enhance content and literacy, providing access to primary documents, and developing Web evaluation skills and media literacy. The pedagogical focus of the authoring tool is reflected in teachers' remix of strategy prompts and pedagogical agents, with a majority customizing coaching scripts to support online reading. Consistent with the results of Dalton and Smith's 2012 study of lessons designed for elementary grade students, these findings provide additional support for the design and use of smart authoring tools scaffold teachers as designers who remix digital content and pedagogy to create productive online literacy and learning experiences for their students and for each other.

AB - Integrating literacy, technology, pedagogy, and content is challenging for secondary education teachers. The authors propose remix as a useful representation of the lesson composing practices that teachers engage in as they combine and manipulate digital resources to create Internet-based learning experiences. This study examines 34 teachers' lesson designs composed with a free authoring tool that scaffolds the embedding of Internet resources and pedagogical agents. Lessons designed for students in grades 6-12 and published to a public database are analyzed for design orientation, goals, reading strategies, and pedagogical agent use. Design orientations include immersing students in a multimodal experience to enhance content and literacy, providing access to primary documents, and developing Web evaluation skills and media literacy. The pedagogical focus of the authoring tool is reflected in teachers' remix of strategy prompts and pedagogical agents, with a majority customizing coaching scripts to support online reading. Consistent with the results of Dalton and Smith's 2012 study of lessons designed for elementary grade students, these findings provide additional support for the design and use of smart authoring tools scaffold teachers as designers who remix digital content and pedagogy to create productive online literacy and learning experiences for their students and for each other.

UR - http://www.scopus.com/inward/record.url?scp=84944908793&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84944908793&partnerID=8YFLogxK

U2 - 10.4018/978-1-4666-4345-1.ch008

DO - 10.4018/978-1-4666-4345-1.ch008

M3 - Chapter

SN - 9781466643468

SN - 1466643455

SN - 9781466643451

SP - 119

EP - 137

BT - Exploring Multimodal Composition and Digital Writing

PB - IGI Global

ER -