Global trends call for new research to investigate multimodal designing mediated by new technologies and the implications for classroom spaces. This article addresses the relationship between new technologies, students' multimodal designing, and the social production of classroom spaces. Multimodal semiotics and sociological principles are applied to a series of claymation movie-making lessons in an upper primary school in Australia. The analysis focuses on the social meanings embedded in the multimodal spaces of the classroom--dialogic, bodily, embodied, architectonic, and screen spaces. The findings demonstrate how the uses of new technologies and the students' multimodal learning were tied to important transformations of space. (Contains 2 tables.)