Multimodal texts can be created using digital technology by combining several meaning-making modalities such as language, images, sounds, gestures, and space (Hafner and Ho, 2020). Digital technology education and learning has been around for a while and has proven to be quite successful in the classroom setting (Jiang et al., 2021). Students have developed programmes that mix word, image, and sound to better help new information get stored in long-term memory.
Powtoon is an application that enables students to make their own cartoons, which helps to make information presenting more interesting for them. Powtoon enables learners to develop their digital creativity abilities while supporting them in producing a customised piece of work that will aid in learning new material.
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Powtoon provides a range of options for students to create engaging content to demonstrate their understanding of the assigned subjects. It's a tool that encourages artistic flexibility and is very simple for pupils to grasp and master (Edwards, 2022). Technologies like Powtoon also yield different modes the chance to interact in a variety of ways, which helps close knowledge gaps among students (Hafner and Ho, 2020). Overall, implementing digital means into the learning process allows for students to perceive the educational information in an engaging way (Wang et al., 2022). A great way in which powtoon could be used is in combination with the application tinkercad. Once students are familiar with how to navigate powtoon, the teacher could assess the students' process of engineering their innovation on tinkercad. Students could screen record their tinkercad process and utilise this in powtoon with audio over the top to explain the overall designing process. This task example would be for students in Stage 2-3 who obtain strong digital skills.
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For some kids in the classroom, using digital media such as Powtoon may prove to be relatively difficult or overwhelming. This can be because the working memory has a maximum load it can handle. Students must learn to comprehend how to traverse the many interconnected parts when using a new assignment like Powtoon. Although the instructor will offer direction on how to use it, the programme will still allow for creative freedom, meaning kids may need to use their problem-solving skills while navigating what each button or symbol signifies.
When there are so many new things for the pupils to learn, their working memory may be overloaded (Mayer, 2014). When presenting a digital tool like Powtoon for the first time, the teacher may find it difficult to successfully integrate it in the classroom and will need to give explicit guidance to improve the process.
References:
Edwards, Luke, (2022) What is Powtoon and How Can It Be Used for Teaching? Tips and Tricks. Teacher and Learning, https://www.techlearning.com/how-to/what-is-powtoon-and-how-can-it-be-used-for-teaching-tips-and-tricks
Hafner, & Ho, W. Y. J. (2020). Assessing digital multimodal composing in second language writing: Towards a process-based model. Journal of Second Language Writing, 47, 100710–. https://doi.org/10.1016/j.jslw.2020.100710
Jiang, & Ren, W. (2021). Digital Multimodal Composing in L2 Learning: Ideologies and Impact. Journal of Language, Identity, and Education, 20(3), 167–182. https://doi.org/10.1080/15348458.2020.1753192
Mayer. (2014). The Cambridge handbook of multimedia learning (Mayer, Ed.; Second edition.). Cambridge University Press.
Wang, & Li, P. (2022). Digital creativity in STEM education: the impact of digital tools and pedagogical learning models on the students’ creative thinking skills development. Interactive Learning Environments, ahead-of-print(ahead-of-print), 1–14. https://doi.org/10.1080/10494820.2022.2155839
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