Teaching visual texts with the multimodal analysis software

Supporting high school math and science teachers with universal design for learning implementation

“…Further, McLeod & Graber (2019) assert that digital tools and resources provide students and educators with the opportunities to "communicate with people all over the planet almost in real time; learn anytime, anywhere, from anyone, about anything that they want to; create content, reach others, and collaborate in ways that were previously inconceivable" (p. 2). Thus, the research supports the idea that digital tools and resources must be considered as an effective means to provide students with multiple means of engagement, action and expression, and representation as part of the UDL framework to support personalized learning needs in the general education classroom through a curriculum designed for all (Lim et al, 2015;Brynjolfsson & McAfee, 2012).…”

“…Professional development for teachers needs to be systematic when delving into technology with a focus on pedagogy rather than on the technical functionalities of the software as the role of teachers shifts to becoming designers and guides to instruction (Lim Fei et al, 2015;McLeod & Shareski, 2018). The digital tools and resources will continue to evolve and change, so it is imperative for trainers and educators alike to focus on the how and why of using digital tools and resources.…”

“…The literature consistently shows that one-time professional development workshops on technology tools are not enough to support this growing area of need in classrooms today (CAST, 2018;ISTE, 2016;Lim Fei et al, 2015). Further, technology is integral in supporting instruction and the implementation of UDL and has been proven to assist in alleviating students' stress, furthering the need to define best practices to support educators in using digital tools to support students (Tornero & Kan, 2017).…”

L1 attrition’s stance within multicompetence: translingual and trans-semiotic flows in educational contexts.

“…Besides, pupils can get to know how particular selected options match to attain motivated communicative objectives. Multimodality can be employed for learning languages and diverse subjects, such as science, given that many different modes for representing information are adopted to create learning in all fields (Fei, O'Halloran, Tan & E., 2015).…”

Developing Multimodal Literacy Through Teaching the Critical Viewing of Films in Singapore

“…In this light, teachers need to know how to guide students in the viewing of multimodal texts and develop their multimodal literacy. Lim, O'Halloran, Tan, and E (2015), working in the context of schools in Singapore, observed that most of the time, teachers typically taught multimodal texts by asking a series of questions to elicit students' comprehension. Although this has helped build students' reading and comprehension skills, teachers could provide "more support in the form of the language, pedagogical scaffolds and technological tools, to develop understanding of the multimodal text" (p. 916).…”