Sturtevant, Elizabeth G.Kopfman, Kimberly M.2014-09-182014-09-182014-05https://hdl.handle.net/1920/8871Using digital technologies for academic learning has significant implications for students' comprehension and understanding in ways researchers have only recently begun to understand (Coiro, Knobel, Lankshear & Leu, 2008). Although it makes sense that exposing students to online resources and digital tools would facilitate student comprehension and understanding of academic content, we know little about how this occurs and/or the types of classroom contexts that facilitate this process, particularly at the high school level. Thus, this qualitative study sought to examine how ninth grade students worked through online lessons in their World History class and the factors that influenced how they worked through their lessons as well as the supports and barriers that were encountered. Data were collected from each of four students and their teacher through field observations, verbal protocols (Pressley & Hilden, 2004), and interviews over the duration of one six-week unit of instruction.196 pagesenCopyright 2014 Kimberly M. KopfmanEducationReading instructionEducational technologyDigital ToolsElectronic TextsHigh SchoolLiteracyMotivationSocial Cognitive TheoryDissertation