Competition, Speed, and Personalization: Surfacing Platform Logics in Preservice Teachers' Reflections on Accelerated Reader
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| Title: | Competition, Speed, and Personalization: Surfacing Platform Logics in Preservice Teachers' Reflections on Accelerated Reader |
|---|---|
| Language: | English |
| Authors: | Bradley Robinson, Heidi Lynn Hadley |
| Source: | Contemporary Issues in Technology and Teacher Education (CITE Journal). 2024 24(4). |
| Availability: | Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/ |
| Peer Reviewed: | Y |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teacher Education, Preservice Teachers, Reading Instruction, Reading Materials, Reading Programs, Directed Reading Activity, Competition, Goal Orientation, Intergroup Relations, Reading Rate, Reading Motivation, Reading Interests, Electronic Books, Teacher Educators, Reading Attitudes, Autobiographies |
| ISSN: | 1528-5804 |
| Abstract: | ReadingPlus, i-Ready, Epic!, Accelerated Reader --digital reading platforms for education (DRPEs) are pervasive in today's literacy classrooms across grade levels and contexts. It is, therefore, crucial that both English language arts (ELA) educators and teacher educators, alike, understand the potential lasting effects DRPEs can have on young readers. In this article, the authors report findings from a study of literacy autobiographies written by preservice ELA teachers, in which participants reflected on the ways Accelerated Reader, a DRPE many of them used as children, influenced their understanding of and relationship to reading. Through their analysis, the authors identify three platform logics -- competition, speed, and personalization -- that structure the Accelerated Reader platform and show how these logics surfaced in preservice teachers' literacy autobiographies. The authors conclude with recommendations for classroom practices in ELA teacher education that critically attend to such platform logics in support of more vital forms of reading education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://citejournal.org/proofing/competition-speed-and-personalization-surfacing-platform-logics-in-preservice-teachers-reflections-on-accelerated-reader/ |
| Accession Number: | EJ1454429 |
| Database: | ERIC |
| Abstract: | ReadingPlus, i-Ready, Epic!, Accelerated Reader --digital reading platforms for education (DRPEs) are pervasive in today's literacy classrooms across grade levels and contexts. It is, therefore, crucial that both English language arts (ELA) educators and teacher educators, alike, understand the potential lasting effects DRPEs can have on young readers. In this article, the authors report findings from a study of literacy autobiographies written by preservice ELA teachers, in which participants reflected on the ways Accelerated Reader, a DRPE many of them used as children, influenced their understanding of and relationship to reading. Through their analysis, the authors identify three platform logics -- competition, speed, and personalization -- that structure the Accelerated Reader platform and show how these logics surfaced in preservice teachers' literacy autobiographies. The authors conclude with recommendations for classroom practices in ELA teacher education that critically attend to such platform logics in support of more vital forms of reading education. |
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| ISSN: | 1528-5804 |
