No abstract

The nature of literacy is changing. Increased student use of computer-mediated, digital, and visual communication spans our understanding of adolescent multi-modal capabilities that reach beyond the traditional conventions of linear speech and written text in the science curriculum. Advancing technology opens doors to learning that involve literacies far beyond the single textbook classroom. This research project looked at the effects of utilizing multi-modal strategies and techniques in the middle grades science curriculum and incorporated a qualitative collaborative interactive group action research methodology. The authors completed one "cycle' of research and concluded that using the multi-modal tools and techniques students engage in outside of the classroom was a beneficial addition to the traditional curriculum inside the classroom. They recommend more research at other grade levels and content areas to develop specific strategies and techniques to incorporate multi-modal strategies and techniques in more aspects of teaching science.

As public school and university teachers, the authors are interested in strategies and techniques available to increase student engagement in content learning through the use of current technologies the students utilize outside of school within the classroom. They recognize the social constructs pertaining to student technology outside of school and student struggles in content literacy inside of school. The question is what strategies and techniques, cooperative learning, and teaching tactics might assist students in motivated engagement through the use of digital media. They believe the social constructs students build in the technological activities and multiple modalities in which they are engaged outside of school could aid in their learning of content inside of school, yet digital divides between students, teachers, and administrators are preventing the development of strategies and techniques that allow outside technologies in the classroom, and prevent the proper preparation of the students for success in the rapidly globalizing digital world. The authors response was to develop their own qualitative action research case studies to begin developing new technology curriculum for use in Hybrid classrooms. Their call is for others at all levels and content areas to join them in developing digital curriculum based on the technologies the students engage in outside of the classrooms so that such curriculum can become a standard part of the educational environment and practice.