Teachers' lesson design as remix: Composing with internet resources and a smart authoring tool

Bridget Dalton, Blaine E. Smith

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Scopus citations


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
Number of pages19
ISBN (Electronic)9781466643468
ISBN (Print)1466643455, 9781466643451
StatePublished - Jul 31 2013
Externally publishedYes

ASJC Scopus subject areas

  • General Arts and Humanities
  • General Social Sciences


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