RM Winter 2017 FINAL

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Reading Matters
Research Matters
| 26| Reading Matters | Volume 16 • Winter 2016 |
Ms. T. introduced Skitch to students and allowed them to
practice using the icons to create a Skitch with science content.
Please see Appendix A for an adapted version of the handout.
The handout shared here was adapted for general application.
Eventually, students demonstrated that they could work
independently and in small groups to take ownership of their
learning through the projects. For the second SKITCH project, Ms.
T indicated that she arranged cooperative learning groups. The
participant’s student-centered focus on student learning resulted
in marked changes in the instructional environment. Such that,
Ms. T. created handouts, instructional guides, graphic organizers,
and centers to support the multimodal learning. Ms. T. positioned
multimodal learning within evidence-based instructions
and differentiated the lessons based on students’ needs.
Ample choice of technology: Using the right app to do
the job. We begin by stating the obvious: there are a lot of
educational apps available. Sorting through them takes time.
Some apps can be downloaded for no cost, while others provide
free, basic versions with the paid option to upgrade. Therefore, we
consider the vast number of apps available both a triumph and a
challenge. Although we provided a list of apps and suggestions,
we did not require that Ms. T use any particular app and instead
let her select which app she thought would best meet the needs
of her classroom. Mrs. T. selected the app that fit the purpose of
the project. Students created narrative stories in an app where
they wrote and selected/uploaded/took pictures, they annotated
picture or series of annotated pictures for expository writing.
Challenges that Inhibited the Instruction.
Limited Resources.A theme that was intertwined throughout
conversations was use of the limited resource of time and
hardware. As this was the first time implementing multimodal
storytelling in the classroom, there was a learning curve as
the teacher became familiar with the apps available and how
to develop expectations and routines in the classroom for
students. Once the function of an app had been mastered, it
is easier to generalize that app to another project or unit than
to teach a new app that demands a new learning curve. Ms. T.
implemented multimodal storytelling in her third grade classroom
with two student iPads. This was a concern of Ms. T., as stated
in her SKTICH journal, “How will I manage this lesson with the
large classroom? How will I ensure that each student gets an
opportunity to use (the app)?” Limited hardware acted as a
barrier to Ms. T’s ability to implement multimodal storytelling.
Overabundance and Appropriateness of Applications.
Another challenge which relates to time is the sheer amount of
apps available for multimodal storytelling. For this study alone we
looked at over 20 apps. Each app has strengths and limitations
in design and ease of use. The challenge was to select an app
that students could effectively learn to use so that they may
work independently or in small groups. Multiple the volume of
apps with time required to identify student friendly app equals a
challenge difficult to overcome for my time-strapped teachers.
Structural Constraints. Many of the challenges to
student learning noted by the teacher were challenges to
the organization and structure of class. Several conversations
with the teacher focused on finding the time to have students
meaningfully work on their multimodal storytelling projects.
She addressed this issue by creating an iPad Project Guide
and iPad Time Cards. As documented in her lesson journal,
“A guide was created to outline the project task. This
enabled students to guide their own instruction at an
appropriate pace. An iPad time card holder and iPad
time card were attached to each student’s desk. This
provided the date and time for the students to work on
their project. Students had to bring their time cards to
the iPad area and place them in the receptacle in order to
begin the task. This was helpful in managing all students
and the completion of the SKITCH project.”
Additionally, the teacher had a classroom board dedicated to
the current multimodal storytelling project and each child had a
folder that shared when they were to have access to the iPads.
Discussion and Implications
Technology provides access to these literacies, but teachers
need support to become effective technology users allowing
them to integrate technologies to development multimodal
literacies of their students. Professional developments, therefore,
need to support teachers to be successful with this endeavor.
The theoretical framework of the TPACK model compliments
the formative design of the study contributed to a successful
multimodal storytelling experience. As suggested by the
results, the teacher demonstrated strengths in each of the three
major TPACK areas. Mrs. T. used her pedagogical, content, and
technology knowledge to develop opportunities for students
to meet grade-level standards and communicate learning and
understanding in multimodal ways. When she felt she was
weak in an area, the researchers were able to work with her and
contribute strategies, ideas, and supports. While she began with
an initial knowledge of technology, her knowledge in multimodal
literacies increased with use, reflection, and guidance from
the researchers. Participation in the research afforded Mrs. T
the opportunity to learn more about technology applications
available to support student learning. As indicated by the data,
she was willing to be a part of change and use technology in
her classroom. Perhaps, as teachers consider implementing
multimodal storytelling, it may be beneficial to form a support
group of teachers with similar goals to use multimodal
storytelling. The collective strengths of a team interested in
implementing multimodal literacies in the classroom likely
outweighs that of an individual. As suggested by Donelly (2012)
the willingness collaborate with other motivated educators
contributed to successful application of multimodal storytelling.
Willingness to be an agent for change did not come
without its share of limitations and challenges. Juxtaposed,
the factors that acted as roadblocks to success lay outside