ABSTRACT
Let’s think back to the two vignettes at the beginning of this book’s introductory chapter. The first one describes students in a seventh-grade English class engaged in creating websites that they’ll use to share their argument essays with authentic audiences. These students explained that this form of multimedia use seems much more meaningful than other ways technology is typically integrated into their writing instruction. The second vignette recounts a conversation I had with teachers at the same school about the purposeful use of technology in writing instruction. One teacher shared that she often feels pressured to use technology as much as possible, but using technology simply for the sake of doing so didn’t improve her teaching or her students’ learning. She commented that the instructional approaches described in this book have helped her use multimedia in her writing instruction, with a clear understanding of the benefits of using it in those ways.
