Overall, the integration of a multimodal composition into the writing process, specifically targeted at assisting students to find purpose and focus in the invention stages of the writing process, was successful. Although no definitive academic success could be measured, there was marked success in students perception, understanding and enthusiasm for the writing process. As noted in the post-test surveys, students in Class A acknowledged that while the multimodal project was at times frustrating (due to the technology), overall they relished in the opportunity to be creative and utilize some of the same technological tools they are familiar with outside of the classroom, inside of it. Additionally, as the survey data and information from students’ reflections indicate, knowledge gained from composing in visual-audio modes helped them to better articulate ideas when writing traditional argumentative research papers. In one such reflection, one student wrote:
Overall, I think this was a difficult, yet rewarding assignment. Although I ran into many issues with the software that we used, when my project was complete, I was very proud of my work. I think that I approached my topic from a good angle and my PSA was a strong reflection of this. I did not insist that my viewers took a side on the issue. I simply wanted to educate them. The use of technology in presentations will be vital, especially within the next few years of our education, and I think that this assignment was very beneficial.
Clearly, this student was able to perceive the implications of composing texts in new, digital ways. She also articulated the pride she felt when her project was complete, and what it helped her understand about the subject matter she was researching. I think it is important to acknowledge and consider the voices of students as they begin to gain the critical literacy skills they will need to be successful rhetors in the 21st century. This quote reminds us of our ethical responsibilities to help students connect these multimodal projects to their own lived writing experiences. Additionally, as we continue to engage our students' new composition practices we must remind ourselves that while there is no doubt that the integration of technology into the 21st century writing classroom is essential to promote student growth, the question we must ask is how will it best be integrated and to what extent? I hope that this small research study might serve as a catalyst for future, larger studies that might further address the benefits and pitfalls associated with the integration of multimodal compositions in the modern classroom.