She earned a Ph.D. in Literacy Education from the University of Delaware. Her dissertation study was an examination of the online reading behavior of skilled eighth-grade readers as they read an online, multimodal text. Prior to her doctoral studies, she was a middle school teacher and building-level reading specialist. The opportunity to work with middle school students who love to use technology led her to develop a deep interest in both adolescent literacy and the ways that technology can be used in the literacy classroom. In addition, much of her recent research has centered on the TPACK theoretical framework and the implications for teacher education. Contact: vshinas@lesley.edu graduate school of education