280 Copyright © 2013, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 16 INTRODUCTION Multicultural literature should be a part of the regular literacy curriculum. I don’t think tech- nology needs to be included…it is in everything else already. I agree children should not go through school without being able to see others like themselves positively portrayed in books used in their classes but I’m not sure how you can, or even why we should, use technology to do that. Mary Ellen Oslick University of Central Arkansas, USA Ruth M. Lowery University of Florida, USA “Gotta Love Technology!”: Pre-Service Teachers’ Transformation in a Blended Online Multicultural Literature Course ABSTRACT As universities move more and more classes online to accommodate a growing online-centered learning environment, the researchers as instructors want to be sure that they still adhere to good teaching and learning strategies and that their pre-service teachers not miss out or lose the richness associated with lively and meaningful book discussions. This article examines how the researchers integrated Glogster, an online interactive poster creation website with social networking aspects, in a blended (online and face-to-face) multicultural literature course to augment book discussions. Upon analysis of personal refections and the class’ online forum discussions, the researchers identifed three major themes that captured how these pre-service teachers responded to, and, in some cases, were transformed by the reader-response transaction of creating a “glog.” These themes were responses to new technology, reading new ideas and critical reading. DOI: 10.4018/978-1-4666-3974-4.ch016