This study examined outcomes of using a generative multimedia environment for writing. Students in grades 9 to 12 enrolled in a special education language arts class participated in an eight-week intervention during which they wrote five stories that included pictures, audio, and text. Stories were scored using a Hawaii standards-based rubric assessment. Statistically significant differences were found when scores on the first and last stories were compared. Teams with lower pretest scores appeared to benefit the most from the intervention. A teacher interview revealed several affective outcomes in student writing behaviors, student engagement, and motivation.

Practical applications of multimedia technologies that support early literacy are described and evaluated, including several variations of recorded books and stories, utilizing mainstream audio and video recording appropriate for libraries and schools. Special emphasis is given to the needs of children with disabilities and children who are acquiring a second language.

Elaine, a tutor, and Carlo, a fourth-grader, sit together at a table with a laptop. They discuss the book that Carlo is about to read, which Carlo chose from a set of preselected books at his instructional level. Elaine and Carlo discuss the cover of the book before starting to read, then they read a few pages in unison. After 2 minutes of unison reading, Elaine reaches over to the laptop, hits a button, and starts recording the rest of their tutoring session on video When Carlo first sat down at the table, Elaine ensured that the laptop's camera had him in the center of the frame. She placed an external microphone connected to the laptop on the desk, in order to pick up Carlo's voice more clearly than the computer's built-in microphone.Elaine records Carlo as he echo-reads the passage they just read in unison. Elaine reads a sentence, modeling pace and prosody, and Carlo reads the sentence after her. When Carlo stumbles on a word, Elaine says "let's try that one again," and models the sentence for him again -this gives Carlo a chance to read each sentence without errors. After echo reading the passage, Elaine stops the video recording and asks Carlo to reread the passage aloud independently. When he finishes reading, she praises his efforts and asks him a few questions to check his comprehension. They play a short "memory game" to reinforce new or challenging vocabulary. After Carlo goes back to class, Elaine spends about 15 minutes editing the video that was recorded during the echo reading portion of the tutoring session.Video modeling (VM) and video self-modeling (VSM) are two methods to support the development of target skills or behaviors. With VM, the target student watches a video of a peer performing a targeted skill or behavior. With VSM, target students watch themselves successfully performing a target skill or behavior. Studies have shown that both VM and VSM have positive outcomes on target skills and behaviors (Cihak & Shrader, 2009); individuals tend to be more engaged by videos of themselves and to learn self-efficacy in the process of making their VSM projects (Marcus & Wilder, 2009).

Teachers of English language learners (ELLs), expected to address grade‐level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas literature offers excellent recommendations and models of instructional programs for these students, examples of practical applications to support their educational needs are few. Video self‐modeling, little known in the English as a second language education field, shows promise in providing such support to ELLs. This article offers examples of ways in which video self‐modeling can be integrated with culturally responsive instructional strategies for high school ELLs. The article describes projects that exemplify how video self‐modeling has the potential to promote self‐efficacy and rapid learning for ELLs in content areas such as language arts and mathematics.

Purpose -To describe how literacy-learning strategies and educational technology were integrated in Pacific island classrooms. Design/methodology/approach -The paper discusses the unique context and setting of a five-year initiative that introduced educational technologies to classrooms in the Northern Pacific islands. Several of the literacy strategies that were most valued by the Pacific educators, particularly the creative uses of audio and video technologies in classroom contexts, are highlighted in the paper. Findings -Provides detailed information on how educators can implement similar projects in multicultural settings. Practical implications -The paper provides strategies and information for educators who work with culturally diverse and indigenous populations and highlights how cultural wisdom and knowledge can be melded with new technologies. Originality/value -This paper discusses how technology transfer and training can be done in culturally-appropriate and relevant ways.