Geography of opportunity: Marrying multimodal texts and pedagogy to transform learning

Abstract

This paper reports findings from an empirical study designed to examine how the integration of technology, in particular Interactive Whiteboards, effects teaching and learning practices in one classroom as a teacher and her students interact with multimodal texts. Data based on observations, field notes, reflective journal entries, videotapes and cultural artifacts were analysed. Findings indicate lack of congruence between espoused beliefs and enacted practices in regards to multiliteracies with teacher practice revealing a greater focus on print-based modes of communication and less attention to other modes of communication. The implications of such practice, as well as the consideration of multimodal resources as cultural products that afford and constrain opportunities for student learning is discussed.