Every pedagogue knows the importance of learner characteristics to instructional design. Daigre ( ) succinctly emphasizes this point when she states that “learner styles are key in developing effective instructional design materials….The instructional designer must be able to identify the target audience…[specific] to four categories of learner characteristics: cognitive, physiological, affective, and social.
This is particularly relevant for the teacher seeking to integrate technology into the reading instruction domain. As such, it is first necessary to take cognizance of the distinctive attributes of today’s twenty-first century learner—the Millennial Learner who has been profiled by Monaco and Martin as being a socially active team-oriented, optimistic, technologically-savvy type individual possessing the desire to participate in constructing his/her own knowledge.
With this in mind, it is interesting to note Howard Gardner’s lament that is that all too often, formal schooling often neglects the multiple ways of knowing
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