Module 2
Module 1 Assignment: From Overhead Projectors to Promethean Boards
For my Module 1 assignment, I created a digital presentation titled From Overhead Projectors to
Promethean Boards: My Digital Literacy Journey. In it, I described the evolution of my teaching
practice, beginning with overhead projectors, transitioning to Promethean boards, and later
incorporating tools such as Chromebooks and Google Classroom. The project emphasized how
these tools did more than replace old methods; they transformed learning by increasing
engagement, collaboration, and access to multimodal literacy.
When developing this product, I relied on several literacy practices. First, I used critical literacy
by examining how technology changed the way my students interacted with information.
Second, I practiced digital literacy as I created a multimodal presentation that integrated images,
concise text, and research to communicate ideas clearly. I experimented with both PowerPoint
and Gamma to design the presentation, drawing on visual literacy to pair text with meaningful
visuals. Finally, I engaged in reflective literacy by connecting my personal teaching experiences
with scholarly perspectives, showing how digital tools reshaped both instruction and student
learning.
One challenge I encountered was recording the voice over. I often found myself speaking too
quickly in some parts and too slowly in others, which disrupted the flow. This struggle reminded
me how important it is for students to receive guidance and multiple opportunities to practice
oral communication when presenting digitally.
If students were creating a similar product, they would need scaffolding to support both content
and format. First, students would benefit from explicit instruction on how to reflect on their own
experiences with literacy or technology and connect them to larger ideas. This might include
modeling how to brainstorm key moments in their learning and then narrowing those moments to
a beginning, middle, and end structure. Next, planning tools such as graphic organizers or
guiding questions would help students organize their thoughts before beginning the digital
product. For example, prompts could ask, “What tool did you use first? How did it shape your
learning?” or “What tool do you use now? How is it different?”
Students would also need support with multimodal composition. Teachers might model how to
combine visuals, bullet points, and concise explanations in a presentation format. Providing
mentor texts or examples of finished products would show students how to balance personal
narrative with research or class content. Explicit practice with voice recording and presentation
pacing would also be helpful, since students, like I experienced, may struggle to maintain
fluency and expression when recording digitally. Finally, feedback and revision opportunities
would be essential. Peer review sessions or teacher check-ins could help students refine both
their ideas and the clarity of their presentation.
By layering these supports, students would not only complete the assignment but also practice
critical reflection, digital literacy, and effective communication skills that extend beyond the
task. As Esperat & Loftis (2021) argue, new literacies can foster motivation by connecting
student learning to authentic, multimodal tasks. Similarly, Yuan et al. (2025) emphasize that
multimodal approaches expand opportunities for meaning making by integrating text, visuals,
and audio, a process directly mirrored in this type of digital project.
Esperat, T. M. K., & Loftis, T. M. (2021). Using new literacies to foster student
motivation. Literacy Practice & Research, 46(1), 1–17. [Link]
Yuan, Y., Li, Z., & Zhao, B. (2025). A survey of multimodal learning: Methods, applications, and
future. ACM Computing Surveys, 57(7), 1–34. [Link]