JET_V7_N1_A1 Dan R. Saurino Robert Clemente Penelope Saurino Tamra Ogletree Journal of Educational Technology 2230 - 7125 7 1 1 7 Hybrid Teaching, Technology Curriculum, Multiple Literacies, Multiliteracies, Multimodal, New Literacies, Digital Divide As public school and university teachers, we are interested in strategies and techniques available to increase student engagement in content learning through the use of current technologies our students utilize outside of school within the classroom. We recognize the social constructs pertaining to student technology outside of school and student struggles in content literacy inside of school. We question what strategies and techniques, cooperative learning, and teaching tactics might assist students in motivated engagement through the use of digital media. We believe the social constructs students build in the technological activities and multiple modalities in which they are engaged outside of school could aid in their learning of content inside of school, yet digital divides between students, teachers, and administrators are preventing the development of strategies and techniques that allow outside technologies in the classroom, and prevent the proper preparation of our students for success in our rapidly globalizing digital world. Our response is to develop our own qualitative action research case studies to begin developing new technology curriculum for use in our Hybrid classrooms. Our call is for others at all levels and content areas to join us in developing digital curriculum based on the technologies our students engage in outside of our classrooms so that such curriculum can become a standard part of our educational environment and practice. April - June 2010 Copyright & copy; 2010 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=1173