This past week, we discussed image editing and learned about the multimedia learning hypothesis. Put simply, this idea suggests that people learn better when information is presented through both pictures and words (or multiple forms of media) rather than just one or the other. Thinking about myself as a learner, this definitely rings true—if I want to retain content, it almost always has to be delivered in more than one mode, unless I’m hyper-interested in the topic.
For example, I really struggled with an online physical geography course because the learning materials consisted almost entirely of text. I read the textbook, answered questions, wrote papers, and completed tests, but the process felt like regurgitating information rather than truly understanding it. There were no accompanying visuals, videos, or interactive elements to bring the concepts to life. If the course had paired its readings with images, diagrams, or online lectures, I believe I would have been much more engaged and able to grasp the material on a deeper level.
This hypothesis connects directly with Universal Design for Learning (UDL), which emphasizes offering students multiple ways to access information to support the widest range of learners. In elementary classrooms, this could mean pairing verbal explanations with visuals and adding a hands-on component to reinforce the lesson. It could also mean offering multiple representations of the same concept—what clicks for one student might be confusing for another.
We also explored image editing this week and experimented with tools like PowerPoint and Canva to create our own collages. I decided to make a collage that I could show students on the first day of school to welcome them into my classroom. I wanted to include images of my interests outside of school to help build connections and show that I’m not just their teacher—I’m a person with hobbies and passions, just like them. If I were using this activity with older students, I’d love to provide them with the same tools to create their own collages. These could be displayed on their desks or a classroom wall, helping them get to know each other and form connections.
After creating my collage, I experimented with a word cloud app to map out the kind of classroom environment I want to foster. I chose words like “safe,” “curious,” “diverse,” and “inclusive,” but I would also have my students contribute words to add to the cloud. This would reinforce the idea that our classroom is a collaborative space—that it belongs to all of us, not just me.
This lesson helped me realize how valuable media can be in shaping a classroom into a dynamic, engaging space tailored to specific students. I also gained a better appreciation for how accessible these resources are—many are free and easy to use—making them great tools to integrate into student learning.