This study presents a collaborative learning experience design aimed to promote Algorithmic Literacy (AL) among middle school students. Developed in partnership with middle school teachers and students, the design addresses the need to equip students with the knowledge and skills necessary to navigate an algorithm-driven digital landscape. The learning content encompasses three dimensions: cognitive, affective, and behavioral, ensuring a comprehensive strategy for AL education. The design draws upon the theoretical foundations of scaffolding and the Cognitive Theory of Multimedia Learning (CTML) to create an effective and engaging learning experience. Scaffolding strategies are incorporated to support students' learning progress, while CTML principles inform the design of multimedia elements, enhancing the pedagogical effectiveness and usability of the learning module. Using a design-based research approach, this study explores the potential of technology-integrated learning experiences in fostering AL education through three phases. In the analysis and exploration phase, the thorough literature review and interviews with teachers and students informed the initial conceptual framework of the study with learning content and design principles. In the design and construction phase, the learning experience was designed and prototyped with the guidance of scaffolding strategies and CTML iteratively, with multiple rounds of think aloud activities with teachers, students, and a usability expert. In the evaluation and reflection phase, a pilot study was conducted in six computer science classes with over 150 students. The students shared their feedback on the learning content and the usability of the learning experience through a survey and focus group interviews. The teachers reflected on the implementation process through individual interviews. The findings shed light on the design considerations, challenges, and opportunities involved in developing and implementing AL learning experiences. This study contributes to the growing body of research on algorithmic literacy education by demonstrating the application of scaffolding and CTML principles in technology-integrated learning experiences. Overall, the study underscores the potential of technology-integrated learning designs in promoting AL and offers practical strategies for teachers to address this emerging topic in their classrooms, contributing to the broader goal of fostering informed and empowered digital citizens. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]