Living in a multimodal world can be overwhelming. To prepare students to produce and consume the diverse texts made possible through innovative, technologies, Schmidt and Kruger-Ross advocate for a slower and more deliberate approach to thinking and planning for teaching literacies. They showcase how technologies can expand, enhance, and inspire the consuming and producing powers of secondary students by examining visual and aural literacies before multimodal literacies. With a combined 40 years of teaching experience and six years of co-teaching literacy with technology, these teacher educators and Notorious Pedagogues podcasters share their vision of technology in the literacy classroom, highly influenced by the pandemic-fueled need to embrace remote teaching. Each chapter begins by connecting its topics to a section theme and contextualizing the topic in a way that makes it easy for readers to understand its connection to the overall purpose of the text. Part of the Principles in Practice imprint, this book is based on NCTE's Beliefs for Integrating Technology into the English Language Arts Classroom position statement. Both reflective and practical, the book also includes: The authors' critical lessons and reflections about secondary teaching; The voices and materials of practicing and preservice teachers, via QR codes; Explanations of how the technological examples represented best exemplify specific literacies; and Information for preservice and early career teachers, as well as seasoned classroom professionals.