1Response-based Multimedia and the Culture of the Classroom: A Pilot Study of Kid’s Space in Four Elementary Classrooms

The popularity of multimedia/hypermedia technology is on the rise. In our schools, the installed base of computer hardware with audio-visual capabilities is rapidly growing. Teachers and students can now interact with more than just text and simple graphics on the computer screen; they can see, hear, and manipulate integrated media. Multimedia, however, is a relatively new technology. As such, there are many questions regarding how such software and the contexts in which it is used can best capitalize on its features to support student learning. Serious investigation of the match and mismatch of system features with what is currently understood about teaching and learning is essential if these technologies are to serve instruction effectively. In the case of response-based literature teaching and learning, it is not only important to consider how software features might complement response-based approaches, but also to examine the actual and potential role of multimedia in school contexts. As the findings of this pilot study will show, the sociophysical and curricular contexts in which a medium is utilized can be the most critical factors in determining its usefulness. Response-based theorists regard readers as active meaning makers whose persona