This paper reports current findings from a multi-phased research project that is an offshoot of a 3-year, $155,000 "Best Practices in the Use of Technology" grant awarded to one of the co-authors, 1998-2001. The expanded Phase 1 portion of the study has a general focus on the cognitive complexity of student written responses over time in Virtual Literature Circles or electronic message boards utilized according to the structure of more traditional classroom literature circles. The Phase 1 ex-post-facto research question examined was: Did the cognitive complexity of student responses increase with continued use of Virtual Literature Circles? The findings suggest that this research question is best answered in the negative. The Phase 2 portion of the study focuses more specifically on the effects of different types of question prompts used in Virtual Literature Circles. The Phase 2 ex-post-facto research question was: Did the cognitive complexity of student responses differ according to prompt types? The findings suggest that this research question is best answered in the affirmative. Together, these findings shed light on existing higher-order literacy theory and on the effectiveness of Virtual Literature Circles in their current pilot state. Additionally, knowledge was gained in this study regarding new instrumentation being developed to help with the unique challenges of assessing student message board responses.
['Matt Thomas', 'David Hofmeister']
Assessing the effectiveness of technology integration: message boards for strengthening literacy