Using a teacher inquiry method, we present the results of our investigation as to how candidates in teacher education integrated multimodal theory and practices into program assignments. One hundred ten candidates (N=110) participating in three sections of a graduate literacy course served as the data source for the inquiry. Our inquiry’s purpose was to investigate the candidates’ beliefs about the efficacy of multimodal compositions in classroom teaching, and the extent to which they used artificial intelligence tools when completing them. We required candidates to complete three multimodal projects using conventional and/or AI supported composition strategies. When analyzing the data, we prepared a frequency count to determine the percentage of hand-composed versus AI-produced artifacts for each multimodal project, and we conducted a thematic analysis of their written reflections and online discussion posts to identify recurring patterns and themes about the use of multimodal compositions. Results of our inquiry revealed that the candidates enthusiastically endorsed the use of multimodal compositions in classroom teaching, and they believed that such practices to be particularly effective and inclusive when teaching emergent bilingual students and students with reading difficulties. Candidates also expressed concern that multimodal compositions might foster an overemphasis on the product of student compositions rather than the processes involved when learning new concepts and skills. We conclude by asserting that by employing multimodal forms of expression in classroom teaching, our candidates will be better able to support and advance their students’ learning.
I am a Professor and Coordinator of the Literacy Education at Pace University in Pleasantville, New York, where I teach courses on literacy topics to preservice and practicing teachers. I am an active member of the Literacy Research Association, and the American Educational Reading... Read More →
Wednesday October 21, 2026 10:30am - 11:20am EDT Garden Room
