NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1044075
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: ERIC
ISSN: EISSN-1946-7109
Rewriting the Script: Multiple Modalities in a High School Humanities Classroom
Block, Joshua
Penn GSE Perspectives on Urban Education, v11 n2 p70-77 Sum 2014
In this article, Joshua Block states that his high school students are creators discovering how to express their ideas and emotions in multiple, complex ways. He teaches students who write their lives through words on pages as they fill journal after journal. There are others who constantly write and create in the form of tweets, photos, videos, status updates, and texts that tell their stories and define their worlds. There are also those who do not regularly express themselves but spend much of their time observing and developing their own private ideas. Block's goal is for students to develop unique, individual voices and discover multiple avenues for communicating their ideas as they present their work to public audiences using multiple modalities. New modalities have changed research and allow students to individualize content and express themselves in multiple, new, innovative ways, and yet the tensions, struggles, and rewards of meaningful intellectual work remain. Block concludes that it would be foolish to argue that technology somehow simplifies the challenges faced by educators and students. Yet it would be even more foolish to ignore the possibilities and opportunities for meaningful engagement, choice, audience, and discovering voice that technology and multimodal works present to educators, creators, and citizens of the world.
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: N/A