Source: Journal of Digital Learning in Teacher Education, Volume 30, Issue 4, 2014, p. 121-130
This case study describes how 18 preservice teachers learned to nurture literary meaning-making via activities based on Louise Rosenblatt's Reader Response Theory within a multi-user virtual environment (MUVE).
Participants re-created and responded to scenes from selected works of children's literature in Second Life as a way to investigate reader response pedagogy in question.
The authors found that, consistent with Harris, Mishra, and Koehler's (2009) TPACK activity types, these preservice teachers were able to learn about a technology integration activity within the context of building English Language Arts (ELA) pedagogical content knowledge.
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.