Multiliteracies in Technological Content Development. (EDUC1751)

The term “Multiliteracy” refers to the understanding that literacy no longer strictly applies to writing and reading, but also interactive audio and visual experiences. It is through this understanding we as teachers must develop content to also address the needs of learners who communicate beyond the written word (Canadian Society for the Study of Education, 2010).

The interactive course book allows us to demonstrate this concept by the inclusion of Audio, Visual and Kinaesthetic tasks for students to undertake. This is most evident in the puzzle-based activities where students must complete the image from subject content matter obtained during the course.

The TPCK model discusses how to embrace multiliteracies, the teacher must have a greater understanding of technology to successfully integrate it into the classroom. This revolves around the concept of “Content Knowledge”, “Pedagog

ical Knowledge” and “Technical Knowledge” the TPCK model states that the integration of these modes of knowledge allow for true technology integration and understanding within the classroom (Koehler).

This integration is evident with the use of the Electronic Smart board with the Digital Artefact by allowing students to communicate their understanding of Content knowledge using technology (Cazden, C., Cope, B., & Fairclough, N, 1996).



Canadian Society for the Study of Education. (2010). Multiliteracies, Pedagogy and Identities: Teacher and Student Voices from a Toronto. CANADIAN JOURNAL OF EDUCATION, 33(2), 407 – 431.

Cazden, C., Cope, B., & Fairclough, N. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1), 60 – 92.

Koehler, M. (n.d.). Technological Pedagogical and Content Knowledge. Retrieved from

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