This study investigates how a group of experienced teacher educators and doctoral students used the hypermedia program Reading Classroom Explorer (RCE) in their literacy methodology courses and how the program impacted instructors and their teaching. The study focuses on how RCE was used, how well it fit with instructors' course goals and assignments, and the conditions that influenced its continued use. Findings reveal that all instructors found ways to integrate RCE into their courses in order to solve various teaching dilemmas. However, doctoral students faced unique challenges in comparison to experienced instructors as they attempted to meaningfully integrate RCE into their courses. RCE challenged all instructors to think about teaching, learning, and learners in new and different ways and inspired them to use more learner-centered teaching approaches. This, in turn, provided their students with opportunities to participate in and learn about teaching strategies that support a more inclusive learning community.
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