Children's ability to move deftly between new fashions and media reflects global shifts in meaning-making, as well as leading to a review and redefinition of possible practical literacy outlets.

Kress (2005) proposes that communication occurs through different modes of meaning-making such as text, images, graphics, sound, music, etc. simultaneously.
A clear example of a multimodal resource is socrative as it is a multimedia tool that allows for the creation of surveys and questionnaires with real-time feedback from learners through both computers and mobile devices.

With this tool, teachers can easily apply some of the possibilities of m-learning to any of their classroom activities. From the explanation of new subjects, guiding the acquisition of knowledge by the students through questions that allow them to reflect on what is being said in the classroom; to the organisation of a competition or academic competition in the centre for students to research on a specific topic.

Here is a video to show how to use it: <iframe title="vimeo-player" src="https://player.vimeo.com/video/27564554?h=5e3d7fcc30" width="640" height="360" frameborder="0" allowfullscreen></iframe>