The need for multimodality in meaning-making and knowledge representation is critical in this contemporary time when teachers are faced with not only diversity in classrooms but also a great number of technological tools to choose from. Digital storytelling implies creating stories with multimodal tools including text, images, audio and videos. As a literacy tool, it is instrumental in giving multilingual students, who are often minorities, the opportunity to not only share their personal narratives with their linguistic resources, but also make further connections with a piece of information presented to them during a lesson, while honing and building their literacy skills. Translanguaging refers to how learners employ all their linguistic resources to create meaning. It is a practice that is used to support the academic achievement and language development of bi/multilingual students. Both storytelling and translanguaging practices can as well be supported with technology in the classroom to engage learners. Translanguaging with an interactive digital storytelling application ("Storyjumper") entails that multilingual learners are creating and representing meaning in diverse modes including using more than one linguistic mode, learning by storytelling (another mode), and using a platform ("Storyjumper") that supports use of images, text and audio modes of communication. This review describes the features of "Storyjumper" and applies the principles of engagement in Computer-Assisted Language Learning (CALL) as a framework to evaluate it. For learners to maximize the opportunities of language and literacy development presented to them, they must be engaged in tasks.