# data[].attributes.attachment_caption
Image made using "I can't draw" AI feature on Padlet.

# data[].attributes.body
Educators can incorporate digital instruction and student understanding by:

incorporating multimodal tools

facilitating collaboration

connecting to real-world aspects

fostering critical thinking and inquiry

differentiating instruction

# data[].attributes.body
Multimodality refers to the use of multiple modes of communication like text, audio, images, and videos to convey meaning. In digital literacy, it involves the use of many media types and technologies to create a more complex learning experience.

Multimodal tools enhance creativity and expression in students while also providing them that medium to organize their thoughts and synthesize multiple forms of information (visual, oral, written, etc.). Digital tools can help students better understand complex concepts by allowing them to represent their knowledge in diverse formats.

# data[].attributes.body
Digital instruction can support collaborative work, as seen in Lee's classroom with the use of Flipboard, Bitstrips, and GarageBand. By encouraging students to share their thinking with one another, collaborate with their peers, and receive feedback, educators can cultivate collaborative learning in the classroom.

# data[].attributes.attachment_caption
Image generated using "I can't draw" AI feature on Padlet.

# data[].attributes.body
Lee’s example in the article showcased the use of digital tools to create social justice projects, linking academic goals with real-world platforms. Some examples were the use of Twitter and a class website to share projects. Digital tools provide authentic audiences and real-world applications, making the learning experience more meaningful and engaging for students.

# data[].attributes.body
Tools that allow for research, organizing ideas, and presenting findings (Flipboard, PowerPoint, Prezi) help students develop critical thinking skills. Digital tools also provide platforms for students to question, analyze, and critique information, which is central to the development of critical literacy.

# data[].attributes.attachment_caption
Image generated using "I can't draw" feature on Padlet

# data[].attributes.body
By using digital tools that allow students to work at their own pace and choose formats that suit their strengths (e.g., podcasts for oral learners, visual tools like comics for creative thinkers), teachers can differentiate instruction and create personalized learning experiences.

# data[].attributes.body
While the text highlights the benefits of digital tools, it also makes me wonder how students from different backgrounds (socioeconomic, technological access) can be supported in a digital learning environment. Digital learning could negatively impact students that have limited technology access at home. What steps can we take to ensure that all students have access to these tools and are not disadvantaged?

With the large integration of digital tools in classroom instruction, how can schools ensure equitable access to digital tools?

# data[].attributes.body
This reading resonated with me not only as a prospective teacher, but also as a student that experienced first-hand the integration of digital tools into the classroom. I remember being one of the first groups of middle school students in my school district to get Chromebooks as they were starting the transition towards more digital learning. Throughout the rest of my grade school experiences, I utilized digital platforms such as Google Classroom, Infinite Campus, Moodle, Canvas, and many more as part of the classroom curriculum.

As a prospective teacher, I have seen the growing use of digital learning in the classroom. In my clincal observation, I have seen students in primary grades use iPads for phonics and mathematics. With older students, I have primarily noticed the use of Google Classroom and Canvas as sites for school and homework.

Overall, I have seen how providing students with choice in their learning, whether it’s in terms of topic selection or presentation formats, helps them feel more invested and capable in their work.

# data[].attributes.attachment_caption
Image generated using "I can't draw" feature on Padlet.

# data[].attributes.body
This reading challenged me to move beyond simply viewing digital tools as "add-ons" to instruction. Rather, it is important to embed them into the curriculum to foster critical thinking, collaborative inquiry and engagement in students. It also challenges me to explore how I can use technology to better address social justice issues and support students in becoming active, empowered learners.

This reading inspired me to look into creating a "community of learners" where students feel valued in the classroom. I like the idea of giving students the freedom to take ownership of their learning and the tools needed for that learning to take place.

# data[].attributes.body
Creating a multimodal response has been an fun process. The activity has helped me reflect on how I can better incorporate multiple forms of expression into my teaching. By using text, visuals, and interactive elements, I’ve realized how these modes can work together to communicate ideas more effectively. This process also pushed me to think about how I can give students more opportunities to express themselves through digital formats.