This paper discusses how educators could use the cognitive constructivist theory of multimedia (CCTM) to design interactive digital learning materials using Camtasia and Audacity. Camtasia allows educators to create videos that motivate students, inform parents and enhance learning. It allows educators to record live presentations or lectures and provide students with a file to review. Audacity is a free cross-platform audio editor and recorder for Windows, Mac OS X, GNU/Linux and other operating systems. CCTM advocates for the design of instruction using pictures, videos, audios and words that tap into the prior experiences of the learner, promote active learning, collaboration, personal autonomy, personal growth and alternative assessment that is aligned with multiple intelligences of learners as espoused by Gardener (1993) which are Linguistics, Logico-mathematics, Spatial, Musical, Bodily-kinesthetic, Interpersonal, Intrapersonal and Naturalist. Camtasia and Audacity promote use of CCTM because of their capabilities to construct knowledge through words, pictures, animations, videos and audio. Case studies show that use of teacher-made files could significantly impact students’ learning. Use of teacher-made interactive digital learning materials could revolutionize educational presentations and enhance e-learning delivery. CCMT produced by dynamic presentations creates a balance between the learners’ prior verbal and visual experiences, sensory repository, multiple intelligences and learning styles to construct new knowledge

One of the most effective ways to affect and facilitate changes needed in K-12 education is the use of technology. Successful implementation of technology in classrooms will benefit students and teachers in fully st understanding 21 century skills needed to teach and learn with technology, (Raible, Kirkley, & Chen, 2009; Bos & Lee, 2010). As various Web 2.0 tools are integrated in K-12 st education to address the needs of 21 century learners a new micro blogging social networking tool utilizing 140 characters or less, tweets or messages, is fast becoming a pedagogical tool at all levels of education. Twitter allows users to broadcast and receive tweets or messages. Research show that Twitter grew 6 times faster than Facebook, the worldwide largest social networking platform and continues to outpace Facebook in growth worldwide, (Nielsen, 2009). This growth means that digital natives, especially high school students, are more likely to use Twitter as part of their social network platform. As educators design instructions to find students where they socially "hang out" Twitter as one of the fastest growing Web By st 2.0 is an ideal platform to reach and engage 21 century learners.

Today's K-12 teachers are educating millennial students who are surrounded by the influences of technology, most of which has become increasingly mobile. Not only are students and teachers exposed to the influx of information that the Internet provides via at-home computers, but mobile devices have now made it possible to have access to up to date information anytime, anywhere. "Millennial" students are not only attuned to having on demand information available at their fingertips, but they expect it. This expectation prevails in the educational environment.

Spatial constructivist thinking theory is an alternative method of presenting digital materials to enhance the learning process of special needs students in a 21st Century classroom. Spatial constructivist thinking is the integration of pictures, animations, videos, color schemes, abstract plans, applets, graphics, and formatted texts in a presentation to represent text and verbal concepts. Concepts can be simple or complex, literary or symbolic representations of the concepts. This representation addresses Bloom’s revised taxonomy to challenge students’ thinking to create knowledge. Spatial constructivist thinking also posits that spatial representation is influenced by ones visual and verbal knowledge, and prior experiences. Spatial constructivist thinking is also influenced by the multiple intelligences theory. Presentations done by an instructor or knowledgeable peer using spatial constructivist thinking theory reflect the best spatial representation of the presenter’s visual and verbal repertoire for concepts presented. For each spatial representation there is a corresponding verbal representation.

Educators are constantly striving to meet the needs of their students. In modern education, meeting needs of students st usually involves the use of 21 century tools. When making efforts to meet the needs of students, educators should consider the characteristics of today's school aged students. Today's school aged children are referred to as "Generation-Z" or "digital natives". The terminology Gen-Z and digital natives refers to the group of individuals whose oldest members were born in the latter part of the twentieth century (Urban Dictionary, 2010). Digital natives have grown up knowing and using the Internet. In addition, digital natives are a highly networked group often using social networking sites to maintain their connections. Review of Literature Successful and effective educators in today's society understand how digital natives learn. Teachers need to find ways to teach students mathematics concepts that are more familiar to them and reflect the way they learn when they are not in the classroom, (Niess and Walker, 2010). Niess and Walker also conclude that with the PRINCE HYCY BULL ** By capabilities of digital tools students should not be expected to learn only through traditional lecture style teaching. A recent study revealed that middle school math students prefer learning through the use of video podcast rather than textbooks (Kay and Edwards, 2010). The same study concluded that students find video podcasting valuable in facilitating their understanding of mathematics concepts. Test scores of the students involved in the research reflect their perceptions by showing a 64% average rate of improvement. The gains in the study reported by Kay and Edwards were reflected in both regular education and special education students. Web 2.0 technologies offer many functions that appeal to educators who are looking to extend learning beyond the classroom. Web 2.0 technologies promote sharing, collaboration and authorship among groups of participants in a common virtual setting (Garner and Bull, 2012). In addition, Web 2.0 technologies revolve around communication and interaction while traditional websites only allow "passive viewing". Facebook is an example of a popular Web 2.0 technology.