UDL AND MULTIMEDIA

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Universal Design for Learning and Multimedia Supports the Inclusion of Diverse
Learners with Digital Learning Tools

George Koenig
School of Education, Thompson Rivers University
Kamloops, BC

A capstone project submitted to Thompson Rivers University in partial fulfillment of the
requirements of the degree of Master of Education.

November 28, 2022

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Contents
Abstract ........................................................................................................................................... 3
Chapter One: Introduction .............................................................................................................. 4
How I Became Interested in Multimedia .................................................................................... 4
Using Multimedia as a Graduate Student ................................................................................ 5
Technology Courses ................................................................................................................ 6
Overview ..................................................................................................................................... 8
Chapter Two: Review of the Literature .......................................................................................... 9
Introduction ................................................................................................................................. 9
Summary ................................................................................................................................... 11
The Universal Design for Learning Framework ....................................................................... 12
Adverse Effects from the Amount of Screen Time ................................................................... 13
Summary ................................................................................................................................... 14
Chapter Three: Applying the Literature to My Practical Context ............................................. 15
My Practical Context ................................................................................................................. 15
Subject Planning with Multimedia ............................................................................................ 18
Summary ................................................................................................................................... 23
Balancing the Amount of Multimedia Use ............................................................................... 24
Summary ................................................................................................................................... 24
Chapter Four: Conclusion ............................................................................................................. 25
Recap of my Argument ............................................................................................................. 25
Summary ................................................................................................................................... 29
References ..................................................................................................................................... 31

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Abstract
When I began teaching, the learning design was a “one size fits all” model. Today’s
classroom of diverse learners requires a different model of learning design. It has become
essential to allow students to use the media of their choice with the structured guidance of the
Universal Design for Learning (UDL) framework so they can better communicate and express
their understanding of curricular competencies. My literature review reveals that a curriculum
imbued with educational media can allow alternatives to using specific learning tools that let
learners better articulate what they know. The study and implementation of educational media
are critical because it has become the norm for 21st-century learning and can provide an equal
opportunity for everyone to learn. The amount of screen time is essential so the students do not
experience adverse health effects. The implications are that students learn differently when they
are allowed to read, watch, or listen to information multiple times. I advocate that students have
access to media tools to support their learning. I notice that students in my classroom are more
engaged and feel more successful when they have a choice of multimedia to learn and work with.
Implications include teachers having the skills and tools to create lessons embedded with
multimedia, how the digital divide affects equal access to multimedia, and the continuing
evolution of technology.
Keywords: multimedia, interactive whiteboard, digital learning tools, diverse learners,
universal design for learning framework, screen time

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Chapter One: Introduction
How I Became Interested in Multimedia
Newspapers were the first medium to employ a combination of text, graphics, and images
and can therefore be considered the first form of multimedia (Marshall, 2001).
Educational multimedia tools are vastly different today compared to when I was a grade
school student. I used a typewriter. I drew graphics by hand. Videos were only accessible by
television and the eight-mm home movie camera. The video cassette was introduced. Creating
audio was done on the cassette tape. My teachers used very little multimedia to teach, and
students had to express an understanding of curricular content in traditional forms by writing
tests and essays.
Today, multimedia is used for different learning purposes compared to my experiences as
a student. For example, choosing which tool to use for instruction is essential. It is much easier to
create personalized audio for lessons. I can use a computer or a portable phone with various tools
to create high-quality text, images, audio, and video. I will connect these experiences to my
interest in educational multimedia developed as I journeyed through my Master of Education
studies.
Origin Story: Beginning my Academic Journey
My life changed in 2015. My spouse decided to end our marriage. In 2016, she and my
children moved into another home. The house was suddenly empty and quiet. My time was freed
because my family was no longer a focal point. I had always wanted to complete a Master of
Education (M. Ed.) degree and decided that now was a good time to update my teaching skills. It
had been almost 30 years since I completed my Bachelor of Education Studies. So, in 2019, I
began my M. Ed. Studies. My first realization when I started was how much the learning content
of the courses would connect me to how learning is done today. Today’s pedagogy and learning

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tools are different from 30 years ago. My teaching skills were apparently outdated, and the M.
Ed. program would bring me into the 21st century.
Starting the Learning Journey
I began my studies with no declared major. I decided to complete the core courses before
engaging in the electives. I did not know it then, but I already had an interest. The courses led me
to discover it. The philosophy course introduced me to the philosophies that impact education. I
learned that these philosophies influence the pedagogies to learn. It helped me develop my
philosophy on how we should learn. The diversity course taught me the value of including
diversity and equity to provide an inclusive education. The curriculum course taught me about
developing subject units through various lenses and contexts.
All these themes I was introduced to were relevant to providing my students with quality
instruction. There was one missing piece. How can I promote inclusive learning to diverse
learners within the context of my educational philosophy? How skilled was I at using the
multimedia I wanted my students to use in their learning journeys? The M. Ed. courses answered
my questions.
Using Multimedia as a Graduate Student
All courses I took required using multimedia for communication and assignments.
Several tools were available: Microsoft Word, PowerPoint, video, and audio software, to name a
few. I was familiar with some of these and explored other formats I had not used before. I gained
experience creating video and audio and found this enhanced my work. Another first I
experienced was working in groups when creating assignments, even though group members
lived in different cities. We could collaborate in real time. I experienced a transformational
learning experience in the diversity course when I learned that the diverse learners in my

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classroom include students from different social and ethnic backgrounds and of different genders
and sexual orientations. The tools I use impact their level of engagement in their learning, and
that multimedia is a way to increase their inclusion.
Technology Courses
I found the answer as I began deciding which electives to choose. I found a series of
courses that focus on technology. I developed an interest in multimedia when an interactive
whiteboard was installed in my classroom, and I received some training. I was aware that the
Universal Design for Learning (UDL) framework uses various teaching methods so all students
can learn in the way they learn best, giving them equal opportunities to succeed. I was also aware
that using multimedia with UDL gives students options in how they learn. I decided this was the
path to take in my education that would benefit my students in the greatest possible way.
Multimedia and UDL would connect the key learning outcomes I took from my courses.
I took three technology courses to become familiar with the use of current multimedia to
teach, communicate, and let students express their understanding of curriculum competencies
with multimedia tools. New tools I was introduced to and worked with included using the Html5-Package interactive media plugin (H5P) to create interactive text and graphics. I found this to
be a fascinating experience. I learned that digital pedagogies such as TPACK are essential to
providing quality instruction. I hope that the developing technologies of virtual reality and
augmented reality will enter the classroom before I retire from my teaching career.
The course on managing my technology classroom showed me how multimedia,
technological pedagogies, and learning methods are essential in today’s classroom of diverse
learners. I have a Smart interactive whiteboard (IWB) in my classroom, a popular educational
technology (De Vita et al., 2018). The course showed me that using the Universal Design for
Learning framework with the Smart IWB is an effective teaching tool for diverse learners

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(Benton-Borghi, 2013). The technology allows all students with or without disabilities for
inclusion within the framework of UDL (Perras, n.d.). I also learned about TPACK, a learning
framework that combines three types of knowledge: technological (T), pedagogical (P), and
content knowledge (CT). Cabus et al. (2017) state that when using the TPACK method,
“teaching with the SMARTboard is an effective method to increase students’ math proficiency:
(p. 155).
In the course on using educational technology for learning, I learned about synchronous,
asynchronous, and blended learning and teaching tools. With this knowledge, I am using a
blended learning system in my grade eight math class using the IWB, UDL, and digital math
lessons developed with audio, video, and digital learning activities. I notice that students are
more engaged in their learning as they can learn at their own pace. I can also support more
students individually than teach all students from the front. Understanding how the tools that I
use, specifically related to multimedia, impact student understanding, communication, and
expression, was a transformational learning experience for me. I was convinced that multimedia
and UDL were the paths to all my students improving their learning success.
The Significance of Multimedia in the Classroom
The study and implementation of educational multimedia are essential because it has
become the standard for 21st-century learning and can provide an equal opportunity for everyone
to learn. The link between the classroom application of multimedia and enhanced student
learning, communication, and expression is significant because studies show a connection
between diverse learners and multimedia. Lin, Chen, & Liu (2017) conclude that digital learning
tools increase student engagement in discussion and communication. Laskin and Avena (2015)
state that “Mobile media can enable students to get access to classmates and instructors,

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communicate with them, ask for assistance, and build relationships—thus, addressing a real need
and, as a result, enhance the learning experience” (da Mota Matos, Festas, and Seixos, 2016, p.
283). The Universal Design for Learning Framework (2018) states that various multimedia tools
allow students to learn and demonstrate what they know. Haleem, Javaid, Qadri, and Suman
(2022) state that by using digital technologies in the classroom, students develop work-related
skills, such as problem-solving, thinking structure creation, and process comprehension.
The Argument: Improving Learning, Communication, and Expression
I claim that students with diversities are more successful in learning, communicating, and
expressing their understanding of curricular competencies when using digital multimedia to
engage in multiple means of representation, action, and expression. Different tools for expression
are suited for diverse learners because a curriculum imbued with educational media will allow
alternatives to using specific learning tools that let learners better articulate what they know.
Since media is part of the learner’s daily life, using it in the classroom will help prepare them to
be successful when competing in the global economy.
The Counterargument: Too Much Multimedia
Research shows that multimedia applications for diverse learners can have adverse
effects. A study by Guangyang, Li, Zhangmei, and Haiyan (2019) makes several claims. These
claims include that multimedia weaken emotional communication, limits students’ imagination
and emotional experience, and forms terrible habits. Da Mota Matos, Festas, and Seixos state
that a protectionist approach focusing on limiting digital media has many disadvantages.
Overview
In the following sections, I will explain my argument and the counterargument. In the literature
review, I will present a written report of the existing research and debates relevant to my

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argument and the counterargument. In the application, I will show how my argument and the
counterargument can be applied to my work in the classroom, citing a specific unit in the British
Columbia grade eight science curriculum. In conclusion, I will state how my argument and
application are intended to display the benefits of using multimedia for today’s classroom of
diverse learners. Finally, I will state the implication of future technology development, providing
evidence with examples regarding the development of virtual reality and augmented reality.
Chapter Two: Review of the Literature
Introduction
Digital tools have become more prominent in the 21st-century classroom. Today’s students have
a high digital and technological literacy (Hashim, 2018). Technology is a way of life for them,
and they are eager to learn using digital media (Buzzard, Crittenden, Crittenden, & McCarty,
2011). Hashim (2018) identifies today’s learners as “kinesthetic, experiential, hands-on learners
who prefer to learn by doing rather than being told what to do or by reading text. They prefer
graphics and connected activities” (p. 2). There is a great deal of research on using multimedia
for diverse students to learn and communicate, but very little on how students can use it to
express their understanding of curricular competencies. This literature review will focus on how
the Universal Design for Learning Framework provides a structured guide on using multimedia
and some multimedia tools available for students. It will also focus on a counterargument that
too much exposure to multimedia, also called screen time, can have adverse health effects.
Digital Learning Tools
Hashim (2018) calls today’s learners Generation Z and is experiencing the digital age
unlike any generation before. They are growing up with mobile devices such as smartphones and
cloud computing such as OneDrive. They are tech-savvy, use social media to communicate, and

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live in a world where the Internet has always been available. Because of these characteristics,
Hashim (2018) states that diverse learners are kinesthetic and experiential hands-on learners who
learn best with graphics and related activities. To help them learn in the multimedia environment,
text, visuals, audio, and video can be combined in alternative ways compared to traditional forms
of representation and expression (Rao, 2015). A digital classroom equipped with digital tools can
meet those needs. The following section will use Embry’s (2019) description that lists some
current tools and apps in her thesis on classroom technology.
E-books
One device that supports diverse learners is the E-book. Embry (2019, p. 14) describes
them as a modern print book form converted to digital format. They are accessible to more
students and are accessed on digital readers or computers. Using E-books benefits diverse
learners because they provide audio and definitions in the book (Embry, 2019, p.15).
iPads/Chromebooks
Another device is the iPad or Chromebook. They can be used for various learning
activities. They are accessible by making information readily available (Embry, 2019, p. 15).
Students can create video and audio and express their learning with cloud-based apps.
Educational Game-Creators
Educational game-creators are popular apps that motivate students to learn while playing
(Embry, 2019, p. 19). Quizzes and games are created by teachers and can be shared and edited.
Examples of popular game-creator apps are Kahoot, Gimkit, Blooket, and Quizizz.
Google Apps for Education
Google Apps for Education (GAFE) is a cloud-based package of apps (Brown & Hocutt,
2015). Teachers and students use it to create word documents, presentations, spreadsheets,

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websites, and other applications. Students can create projects using any app and work together in
the cloud (Embry, 2019).
Hashim (2018) mentions some advantages of mobile technology that make it an essential
digital tool for teaching and learning:
•

Students can learn wherever they are.

•

Students can learn whenever they want.

•

Students can create video and audio wherever they are.

Web-Based Presentation Tools
Web-based presentation tools, or presentation software, are an alternative app to
Microsoft PowerPoint. They have visual appeal, flexible delivery, and can be co-presented (Sietz
& Sintkinson, 2014). Presentations can contain visual and interactive elements that enhance
student engagement (Sietz & Sintkinson, 2014).
An example of a web-based presentation tool is Prezi. Strasser (2014) describes some of the
Prezi features:
•

It allows the creator to see the entire presentation at once.

•

It can be linear or non-linear.

•

Students can collaborate on creating presentations.

•

Video, audio, text, graphics, and backgrounds can be used to create engaging
presentations.

Summary
Diverse learners have an array of multimedia to choose from for communication and expression.
The tools I discussed allow them to showcase their abilities as strong digital learners. The

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following section reviews a framework that provides a guided structure for teachers and diverse
learners.
The Universal Design for Learning Framework
The Universal Design for Learning (UDL) is an educational framework that meets the
needs of diverse learners, including ability, learning style, language, culture, economic status,
race, ethnicity, age, gender, socioeconomic status, and gifted students (Jimenez, Graf, & Rose,
2007; Evmenova, 2018)). Evmenova (2018) states that “meaningfully-integrated technology
makes learning environments more accessible to diverse learners” (p. 149). This supports my
claim that UDL is essential in structuring multimedia in learning, communicating, and
expression of understanding.
As student diversity increases, UDL provides guidelines that can be used for instructional
design and expression (Rao & Eden-Smith, 2015). The Center for Applied Special Technology
(CAST) has a set of guidelines for implementing UDL. These guidelines include ways to include
multimedia to support the three design principles. These designs are multiple means of
engagement, multiple means of action and expression, and multiple means of representation
(CAST 2018). The UDL guidelines from CAST (2018) state that providing alternative media for
expression is essential. Such alternatives reduce media-specific barriers to expression among
learners with a variety of special needs but also increase the opportunities for all learners to
develop a broader range of expression in a media-rich world.
Some suggestions from CAST (2018) that use multimedia for communication are
composing with film or video and using social media and interactive web tools such as
discussion forums, chats, web design, and animation presentations.

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There are contemporary tools that diverse learners can use to articulate their knowledge
(CAST, 2018) successfully. Some examples are:
•

Spell checkers, grammar checkers, and word prediction
software

•

Text-to-speech software

•

Calculators

•

Music notation and mathematical notation software

•

Web applications such as wikis

Another valuable tool for successful UDL practices is the interactive whiteboard (IWB).
IWB technology allows all students with or without disabilities for inclusion within the
framework of UDL by letting educators present information with graphics, audio, video, and
text. (Perras, n.d.). Students with nuanced motor challenges can use the IWB pen or their finger
on the board.
Video
Video can improve student learning and engagement (Brame, 2016). Brame (2016) states
that “effective use of video as an educational tool is enhanced when instructors consider three
elements: how to manage the cognitive load of the video; how to maximize student engagement
with the video; and how to promote active learning from the video” (p.1). Students can use video
for expression to demonstrate their understanding of a curricular competency (UDL on Campus,
n.d.)
Adverse Effects from the Amount of Screen Time
Students today are digital natives and are growing up with electronic media as a central
part of their lives and being entertained on screens (Stilgic & Viner, 2018; Lissak, 2018). Many

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studies present evidence that excessive screen time adversely affects children’s health. A
literature review by Lissak (2018) and other evidence links excessive screen time with obesity
resulting from a sedentary lifestyle, mood disorders, increased stress, and posture problems.
Screens emit blue light, which affects sleep, vision, and brain activity, and causes inattention in
children (Munsamy, Chetty, and Ramlall, 2022; Bharadwaj, 2021).
A definition of screen time is “time spent engaging with visual screen-based technologies
such as televisions, computers/laptops, videogames, smartphones, tablets/iPads, and handheld
electronic or gaming devices” (Oswald, Rumbold, Kedzior, & Moore, 2020). Using the Internet,
social media, or communicating via text are all included as screen time activities (Oswald et al.,
2020). Diverse learners require screen time when using devices such as a computer or a tablet to
access multimedia. In this section, I will review research that argues the adverse effects of
excessive screen time.
The studies list recommendations to limit the potential adverse effects of excessive screen
time. Suggestions include limiting the amount of daily screen time (Munsamy et al., 2018),
promoting positive digital habits and use of digital technology (Pandya & Lodha, 2021),
increasing recreational time outdoors, spending more time with families, and finding new
hobbies (Rumbold et al., 2020).
Summary
The evidence for the argument and counterargument must be taken into consideration.
Student digital media use occurs in the classroom and on their time. Multimedia use during
learning could contribute to adverse health effects. Therefore, a teacher should consider how
much screen time a student is exposed to during school hours. In the next chapter, I will apply
the evidence from the literature review to a grade eight science unit I teach. I will consider the

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amount of screen time and hands-on learning in the lesson planning to apply moderate
multimedia use.
It is important to note that several studies cited in this review were conducted in locations
with different cultural situations than North America. Political, philosophical, and cultural views
influencing lifestyle in those geographical locations were considered when comparing the study
outcomes to North American students. The studies that were considered relevant were chosen
with the consideration that students’ digital media habits were similar in North America.
Chapter Three: Applying the Literature to My Practical Context
My Practical Context
When I began teaching in 1996, I was unaware of the differences among learners and that
the differences impacted their success in learning. I was aware of students with learning
disabilities and made some adaptations to their learning and assessments. I developed lessons
with the ‘one size fits all model” and assessed students equally. Today, the classroom is more
diverse than ever to provide equal access to all learners. Most significant about this is that
students should have a choice on how they will learn, communicate, and express their
understanding of curricular competencies. My journey through the M. Ed. program has shown
me how to provide that choice.
In this chapter, I will apply the literature from chapter two to support my argument that
multimedia improves student success in learning, communicating, and expression. I will use my
classroom as a practical context to support my argument and how I apply it. I teach math and
science at the grade eight level and French at the grades six to eight level. The grades six and
seven students are divided into multi-age classes. I have been teaching at the same middle school

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on Vancouver Island my whole career. I have been using multimedia in these subject areas
already.
Diversity and My Classroom
The British Columbia Ministry of Education (2017) defines diversity as “the different
beliefs, customs, practices, languages, behaviours, sexual orientation, gender identity and
expression, and physical differences of individuals and cultural groups.” Using this definition, I
interpret a group of diverse learners to include black, Indigenous, students of color, LGBTQ,
gender, housing status (own, rent, or homeless), religion, income, language, family status, and
abilities. There are students in my classroom that meet this definition as diverse learners. I will
demonstrate how using multimedia benefits my students’ abilities to learn, communicate, and
express themselves to meet their diverse needs.
My students identify as various diverse learners. Some have individual education plans
that are designed to provide adaptations to support learning, including using multimedia. One
student has relocated from Ukraine due to the military conflict and speaks little English. Some
students are Indigenous. Others have different ethnic backgrounds. Some identify as LGBTQ and
use different pronouns. Their family situation is nuclear, extended, or raised by a single parent.
Some follow religious cultures that impact their learning time. For example, some students
observe the Muslim celebration of Ramadan. They do not attend school on some days. These
students learn differently from the same learning programs. They need variety and choice. For
the students to have that choice, I am using multimedia in my subjects to teach and assess them.
My Classroom Technology
Various types of technology in my classroom let me teach my diverse learners with
multimedia. I am equipped with an interactive whiteboard (IWB) from Smart Technologies. It

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allows me to use graphics, audio, video, and text so that all students are included within the
framework of UDL (Perras, n.d.). I consider it to be an essential tool for teaching with
multimedia. I can include various digital tools in my lesson content with it. I will describe the
tools and how I use them when I discuss multimedia in my subjects. Smart uses a program called
Smart Notebook. I can input various multimedia, such as video, audio, Smart-created educational
games, and graphics. Students can connect to the IWB with a device to engage with the
interactive content. Smart Technologies also has a learning management system called Lumio. It
is web-based and lets me upload the lessons and add instructional audio to explain the concept.
The students can then access them remotely at any time. This will help them retain the
curriculum content by being able to repeat the lesson. They can also complete student work in a
customizable personal workspace that I can assess for understanding in real time.
There are various devices students can use to engage with my learning management
system. The school has class sets of Chromebooks, a class set of Windows Lenovo laptops,
iPads, and a computer lab available. Teachers access the devices by reserving them on a central
booking webspace. At times, all the devices are reserved. Students can still engage in the
learning content with their Smartphones when this occurs. This lets students continue to engage
in their learning in the ways they learn best.
Curriculum Planning with Multimedia
Tyler (1949) suggests a rationale for determining and assessing curricular outcomes.
While the first step of educational purposes is already decided, I have the autonomy to use the
other three steps: 1) planning the educational experiences, 2) organizing them, and 3) planning
assessments. Although this study was published many years ago, it can be applied in the modern
classroom with current teaching tools. When I started teaching science, math, and French,

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multimedia was not as advanced, and I taught more traditionally. I used the one size fits all
model and expected all students to learn using the same materials. This model did not work well
for diverse learners. As I gained experience, I started adding multimedia tools to teach the unit.
This resulted in improved engagement, communication, and understanding. Today, I recognize
that educational experiences vary for a classroom of diverse learners, and educational
multimedia is an essential tool for teaching and assessing. I use multimedia differently to support
the subject area’s curriculum content. The figure shows the various multimedia in each subject.
The following sections explain how I use them when teaching math, science, and French.

Subject Planning with Multimedia

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Fig. 1 Subject Planning with Multimedia
Multimedia in Science
The teaching tools I use today in grade eight science are different from how I first taught
them. The tools’ purpose is to improve the learning needs of diverse learners to support how they
learn in their different ways. Evmenova (2018) states that “meaningfully-integrated technology
makes learning environments more accessible to diverse learners” (p. 149).
The big idea of one unit is that “life processes are performed at the cellular level” (B.C.
Ministry of Education, n.d.). Students are expected to know the characteristics of life, cell theory,
the types of cells, and the relationship of microorganisms with living things. I will describe how
multimedia is used in a lesson that explains cell structures.
Multimedia as a Teaching Tool
There are various digital tools to improve student understanding of the concept. Videos
with closed captioning are used to explain a topic or concept. A video can show the cell
structures and how they work. Closed captioning can be turned on to help with understanding.
For each screen that describes the organelle, I can record instructional audio. Diagrams of the
organelles in the cell can assist with a visual presentation. Students can access a digital version
of the lesson remotely at any time. Repeated viewing will help them retain the information
presented.
Students can use a text-to-speech app when they are reading text. An urban school district
in Southern Vancouver Island has a Google Read&Write subscription for all district staff and
students. It is available when logged into the district network and using the Chrome browser. The
app reads the text aloud. This assists the reader in understanding the text.

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Multimedia as a Learning Tool
There are several multimedia tools available that allow the students to choose how to
express their understanding of the curriculum. During a lesson, the students’ devices are
connected to the Smartboard. This lets them engage in interactive review activities I can assess in
real time. For a unit assessment, they are given options in how they want to express their
understanding. If they choose to write an assessment, they can use the “Read&Write” text-tospeech app to read them the question. They can also use the app to answer questions by speaking
into the microphone. The app translates their speech into text. Another choice is an individual or
group inquiry project. They can use various web-based presentation tools that let them use video
and audio to create an engaging presentation. An example of a presentation tool is Prezi. Users
can present information with video, audio, text, graphics, and backgrounds (Strasser, 2014). The
project can be shared in a group. This allows a collaborative effort where everyone can work on
the project simultaneously. Another option is to use the GAFE apps to create a website. The app
is called Google Sites. It is user-friendly and lets individuals or groups create projects, including
the same multimedia content as a Prezi. Microsoft Office apps are also an option. Like the
previously mentioned tools, students can use video, audio, graphics, and text and share the
project for working simultaneously.
Multimedia in Math
My experience with teaching math is similar to teaching science. My journey with
researching technology tools and pedagogy in the M. Ed. program has resulted in restructuring
how I teach the subject. I have rebranded from the traditional model of synchronous learning. I
worked with all students at the same time. For some, it was too fast. For others, it was too slow.
This year, I have rolled out a blended learning method. This has moved the lesson from being

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teacher-directed to student-focused. Students have become independent learners. This
combination of synchronous and asynchronous methods benefits the learners by letting them
work at their own pace. My role has changed from instructing everyone in front of the classroom
to supporting groups or individuals in their space.
Multimedia as a Teaching Tool
I will use a lesson from the fractions unit I teach as an example of how I engage diverse
learners to be successful. The big idea is that “computational fluency and flexibility extend to
operations with fractions” (B.C. Ministry of Education, n.d.). One of the lessons teaches how to
multiply fractions with fractions.
Multimedia is relevant for me to teach math using a blended learning model. The
multimedia formats are the same as in my science lessons: video, audio, graphics, text, and textto-speech. I create screen-captured videos to explain a math concept. The benefit of using this
model is that students view how to solve a question from the math program we use. Closed
captioning can also be used.
Multimedia as a Learning Tool
Students can use various tools to practice their understanding of the math curricular
competencies. The traditional format of completing practice questions on paper has been
replaced with various options. Students can practice multiplying fractions by engaging in
educational games like Kahoot. The practice is teacher-created. I can design and assign
homework. Student results can be seen in real-time. I can view which questions a student
answered correctly and assess if they are ready to move to practice the concept more or move to
a new one. Students also have manipulatives such as calculators and times tables available to
help them answer questions.

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Students who move through the lessons rapidly can apply what they have learned to a
practical situation by completing an individual or group project on a web-based presentational
tool. This lets them use various digital tools to design their presentation. For example, a fractions
unit project assesses their understanding by creating a menu for a party as a catering company.
They use operations with fractions to determine the amount of ingredients for their menu items
based on the number of people in the party. They can present this information with the digital
tools of their choice.
Multimedia in French
Little technology was available to support diverse learning needs when I started teaching
French. Students learned vocabulary pronunciation by repeating audio recordings. Sentences
were written on paper to practice spelling and grammar. Students engaged in conversation to
practice speaking the language. Technological advances in multimedia have changed how a
language is learned.
I will use a unit I teach to a multi-age group that focuses on beginning vocabulary as an
example of teaching and learning with multimedia. The learning outcomes are to be able to
introduce and describe themselves, how they are feeling, and to count from one to 100.
Multimedia as a Teaching Tool
I use multimedia differently in French than I do in math or science. Videos are presented
in various ways. The French language audio is supplemented with closed captioning in English
to help students learn the meaning of the vocabulary. Audio is still a traditional format for
practicing speaking. Students hear the word and repeat it to improve their pronunciation.
Students can also use the Duolingo computer program to practice. Teachers can create a class

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and assign units. Students can practice the concepts by listening to, repeating phrases, and
writing.
Multimedia as a Learning Tool
Students can use multimedia in various ways for communication and expression. They
can create videos to express their understanding of the French language concepts taught. The
scene is a talk show, and students interview each other using the vocabulary they learned.
Students use an iPad or their phones to record their scenes.
Summary
Diverse learners, and all learners, view technology as a way of life instead of an
accessory to life (Hashim. 2018). For this reason, Hashim (2018) claims that teachers must
integrate and apply technology in teaching and learning. My experience with integrating
multimedia in my lessons and students’ use is that they are more engaged and invested in their
learning. Embry et al. (2019) state that a technology-filled classroom enables students to work in
teams or groups, and teachers can create more personalized lessons for diverse learners. This
changed the classroom into a student-centered learning environment. Embry’s statement
resembles my math program now that it focuses on blended learning. My science and French
classes are also more student-centered with multimedia.
As shown in my literature review, when the UDL principles and practices are combined
with multimedia, diverse learners have more choices in learning, expressing what they know, and
being more engaged in their learning. (UDL on Campus, n.d.). I am integrating video, audio,
images, and text with UDL pedagogy to enrich the diverse learners in my classroom, satisfying
my perspective from research that technology is an integral part of education in the digital era
(Hashim, 2018).

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Balancing the Amount of Multimedia Use
I have increased the amount of multimedia content in most classes I teach. Studies show
that students are exposed to screen time for education and entertainment. It has become a central
part of their lives (Stiglic & Viner, 2018; Lissak, 2018).
They are engaged in more screen time in my classroom. Research links increased
exposure to adverse health effects, such as obesity, increased anxiety, mood disorders, and
posture problems (Lissak, 2018). Combining the increased educational screen time with personal
screen time could affect the student’s health. As the teacher, I acknowledge the added challenge
of considering the type of learning content in my lessons to avoid contributing to potential
adverse health effects. How can I engage diverse learners to increase their learning without
overexposure to using multimedia to cause adverse health effects?
Various solutions can be considered. I can limit the amount of screen time, as suggested
by Munsamy et al. (2018). Hands-on activities can also be used. In science, an inquiry
investigation that requires tools to complete can help reduce screen time. For math, practical
applications and demonstration of the concepts can be applied practically. I use a cross-curricular
inquiry where students build a rocket that flies (science) and use the Pythagorean Theorem
(math) to determine the rocket’s height. In French, some non-screen time activities can include
games. For example, students can play Bingo to improve their understanding of numbers.
Summary
Multimedia can have positive and adverse effects in the classroom (Embry et al., 2019).
Positive effects include increased engagement in learning, communication, and expression and a
shift to student-centered learning. Adverse effects are related to physical and mental health.
Another potential effect is how students use multimedia at their disposal. As demonstrated in my

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literature review and this chapter, I am responsible for establishing a counterbalance between
both sides of the effects to maximize multimedia to its full educational potential.
Chapter Four: Conclusion
Recap of my Argument
Using multimedia is an effective way for today’s tech-savvy diverse learners to increase
their engagement in multiple means of representation, action, and expression. Teachers can
incorporate multimedia with the UDL framework as structured guidance to improve success
among all learners. I would further argue that teachers should be responsible for incorporating
UDL with video, audio, graphics, and text when developing their lessons and assessments. This
would be beneficial to the diverse learners in the 21st-century classroom. Research by Canter et
al. (2017) shows that 21st-century classrooms “need to substantially integrate and utilize
advances in technology” (p. 1) to improve the inclusion of UDL in classrooms.
Today’s learners consider technology and multimedia as a way of life (Hashim, 2018).
The key to including multimedia in my lessons in my classroom relates to using the interactive
whiteboard (IWB). IWB technology allows all students for inclusion within the framework of
UDL (Perras, n.d.). It positively affects engagement, communication, and achievement (Benoit,
2018). I notice that my diverse learners are increasingly engaged when video, audio, graphics,
images, and text are added. It should also give them ideas when they use them in their learning
journeys.
Connection of the Chapters
The previous chapters of this paper are interconnected. The first chapter explained my
life experience using multimedia, focusing on how I use digital tools in my journey through the
M. Ed. Program. The connection between my life experiences and my argument is multimedia. It

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is an essential tool for me. It is also an essential tool for digitally connected diverse learners as
they progress in their learning journey. It is relevant to my argument.
My literature review has three focuses. The first focus reviews the digital tools available
in the classroom for students to learn, communicate, and demonstrate the curriculum
competencies. The second focus reviews studies that describe how UDL can be a framework for
evaluating which multimedia have the potential to work best for all learning environments. The
third focus reviews research that shows the potential adverse effects of being overexposed to
multimedia. This is referred to as screen time.
In the application, I describe how I apply a hands-on approach to my capstone argument
in the classroom. I have not only been researching, learning, and applying theories to validate the
argument. I have been applying my learning by developing lessons that include video, audio,
graphics, and text to engage my diverse learners. My diverse learners have manipulatives to
support their learning and their practice. These manipulatives include calculators, spell checkers,
grammar checkers, text-to-speech (TTS), and web applications. They can choose webpresentation tools, video, audio, text, graphics, GAFE tools, and more, to express their
understanding of the curricular competencies. A takeaway from my research that I had not
considered before is how I contribute to the amount t of time students are exposed to digital
media. I am looking at how I can measure when this occurs, and I am learning how to maintain a
healthy balance between hands-on learning and digital tools.
The application chapter also describes how applying multimedia through the structured
guidance of the UDL framework has benefited the structure of my lessons and positively
contributed to student communication and their understanding of curriculum competencies. As I
mentioned, I have been using an IWB for years and have incorporated various digital tools that

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support diverse learners. The technology courses in my M. Ed. journey updated my knowledge
of educational technology, developing multimedia to effectively deliver the curriculum, and how
I can manage the technology in the classroom. My personal multimedia experiences are at the
forefront of how I use video, audio, graphics, and text to create a positive learning environment.
Finally, I have combined my previous research from the technology courses with the new
research I read for this paper to support my argument. The result that I hope is apparent is how
the chapters are connected. Multimedia is an ongoing evolution. Therefore, I will continue to
read new research and learn about emerging technologies to stay updated on the latest
developments in educational technology and pedagogy.
Summary
The three focuses in the literature review describe multiple digital tools available in
school, how UDL can guide a teacher to use it to advance learning, and how too much exposure
to screen time can lead to adverse effects. This chapter is the main link between my argument
and my application. The literature is meant to support my argument. My practical context affirms
the three focuses by describing how I apply multimedia with the guidance of the UDL
framework in my classroom.
Implications
The Digital Divide
There are implications of my paper to consider. I have seen how multimedia and UDL
have benefitted all learners in my classroom. Based on my experiences and reviewing research, I
believe it is essential that diverse learners have multimedia and devices available when they are
learning. In my classroom environment, students have a variety of multimedia to choose from for
learning, communicating, and expressing their learning. Students must also have the appropriate

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devices and multimedia available to maximize their learning. A limited number of class sets of
devices and the computer lab are available through a reservation system. Sometimes, everything
is reserved, and the devices are unavailable for my learners. This system places teachers in
competition for access to essential learning tools. When this occurs, my backup plan is to use
mobile media. This means that students resort to using personal devices. This includes tablets,
laptops, and, most commonly, smartphones. Three adverse effects of this are that the phone
screens are small, some multimedia tools are not available as a free resource on the phone, and
students are more apt to use their phones for non-learning purposes. A study on cell phone uses
in the classroom showed that students use them more than 40% of the time to access social
media and play games (Laskin & Avena, 2015). Teachers, therefore, can be reluctant to allow
cell phone use in the classroom. I manage this in two ways. I teach the students that classroom
cell phone use is for learning purposes, and I spend more time in the back of the class. This lets
me view the screens to ensure students use their devices for learning purposes.
Not all students have the tools available to them in an equal manner. This inequity is
known as the digital divide. It is defined as a gap between people who do and do not have access
to computers and the internet. Students who cannot access technology in my classroom are an
example of the digital divide.
I would like to see the digital divide bridged so that all learners have equal access to
faster internet, multimedia, and devices. It is essential to have a choice of tools available, so
diverse learners can learn in the way they learn best. In my work setting, I believe the best way
to cross the digital divide is to have a set of laptops available in every class. I see the laptop as
the new textbook.

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Teacher Skills with Multimedia
Another implication from my research is that teachers should have the skills to use
multimedia effectively. A study by Hashim (2018) concludes that learners have a great deal of
digital knowledge, and teachers are digital immigrants. They must be prepared to teach with
multimedia. This includes software, hardware, digital, technological, and social media.
Researchers suggest that teachers should have professional development opportunities to
improve their knowledge about current multimedia and how to use it to teach with the IWB (Shi
& Yang, 2012; Eskigioglu & Kopec, 2003).
Evolving Technology
Digital media is constantly evolving. Therefore, a final implication to consider is
emerging technologies. Some of these are being used in the classroom. Others are emerging and
waiting to be applied in the digital education era (Hashim, 2018). These include cloud
computing, Augmented Reality (AR), virtual reality (VT), and 3D printing. One way I hope to
use virtual reality is to take students on a field trip to France by using VR glasses. This will
simulate being there. I hope I will be able to use VT and AR technology in my lessons before I
retire in a few years.
Summary
Eskigioglu & Kopec (2003) state that multimedia “may be the greatest educational
revolution since the invention of the printing press” (p. 15). This capstone paper aims to
highlight my M—Ed. journey and how I am applying it in my classroom. From my experiences,
I must agree with their statement. I have been teaching long enough to see how multimedia is
evolving and transforming how students learn and express their learning in my classroom.

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There are many considerations when I work with multimedia: digital tools, pedagogies,
apps, software, and hardware, to mention some. Plenty of research discusses these themes and
how they can impact learners. My development does not stop with this paper. It has only started
and must continue so students can be adequately prepared to enter and participate in today’s
global economy.

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