Research taster
Many students with lower levels of attainment in traditional literacy skills find multimedia an empowering tool.  Year 9 students with low attainment in literacy were able to communicate an understanding of audience, purpose and genre well through the use of multimedia texts in one study .

Your evidence
You might find it useful to review how you ask your students to communicate their understanding of a text.  Perhaps you could ask a colleague to observe the different ways in which you ask your students to share their thoughts and ideas.  Ask them to keep a record of these different methods using the table below.

(Adapted from Reflective Activity 9-4a on the Reflective Teaching website at: http://www.rtweb.info/ch09/ra9-4a.html)

Moving forward
Once you have reviewed how the different opportunities you provide for your students to communicate their understanding work, you may like to consider the merits and disadvantages of each of the methods.  How often do you use ICT as a method for students to communicate their understanding and is it effective?  Do you think ICT would distract some students from the purpose of the activity?  If so, how could you manage this risk whilst harnessing the benefits of ICT?
 
Find out more
  The full project is InterActive Education: teaching and learning in the information age set out to answer a big question lead by Prof. Rosamund Sutherland, Prof. Susan Robertson, and Prof. Peter John. The project website is at: http://www.interactiveeducation.ac.uk/

You can find out more about how might schools manage inclusion in ways that are compatible with raising all pupils’ achievements from the GTC’s research of the month site: http://www.gtce.org.uk/research/romtopics/rom_inclusion/seninclusionrom/