Comprehensive Individualized Curriculum and Instructional Design

technology as a way to package or deliver content does not automatically inoculate against lousy instruction. This does not mean technology should not be used with SWD, far from it. Instead, stakeholders should resemble what Njenga and Fourie (2010) call technoskeptics: Individuals who insist upon a higher level of theory, empirical evidence, and patience before racing to adopt every new app or technology tool they hear about on Twitter or Facebook. The purpose of this chapter is to introduce a multimedia-based tool that can be created by teachers with technology they already have on their computers, and which meets the standard of providing high quality instruction to SWD. We provide examples of high-quality multimedia and step- by-step instructions for production. Content Acquisition Podcasts Content Acquisition Podcasts, or CAPs, are short, multimedia-based instructional vignettes that deliver high-quality instruction for one vocabulary term or concept at a time. There are two domains of concern when creating CAPs: 1) The looks and sounds of instruction independent of content, and 2) The shape of the instruction being delivered using this tool. To address the looks and sounds of instruction, CAPs are built using Mayer’s Cognitive Theory of Multimedia Learning (2009) and the accompanying 12 evidence-based instructional design principles (2008). CAPs can be used in a variety of flexible ways. Teachers can show CAPs during traditional lectures; students can watch CAPs at home with or without parents; CAPs can be viewed before exams or quizzes as a review, ahead of lectures as an advance organizer, or really anytime students have a couple of minutes to receive high-quality instruction. We feel CAPs’ greatest strength is that they can be repeatedly and flexibly 118