Multimedia instruction involves the delivery of words (printed or spoken) and pictures (graphs, photos, videos, etc) for learning. The Cognitive Theory of Multimedia Learning (CTML) guides educators to structure multimedia and use cognitive strategies to help students learn efficiently. The theoretical framework is rooted in 3 assumptions: dual channels (verbal and visual information processing), limited capacity (amount of information each channel can process), and active processing (selecting, organizing, and integrating verbal and visual information). After a faculty member's participation in the Digital Innovation Bootcamp, a collaboration between Apple and the American Association of Colleges of Nursing to encourage innovation and the leveraging of technology to enhance nursing education, nursing faculty at a small, private university began creating multitouch e-books guided by CTML principles. These digital books contain a variety of interactive, multimedia elements to communicate didactic and administrative academic nursing content. An example of a multitouch e-book is at https://read.bookcreator.com/N7AMHC3VGkgK7s5TNJ9PdM4nYAI2/jibesmBOSFKv8RmdNCurUA. To explore learner experiences using the multitouch e-books, a convenience sample of 88 nursing students were invited to complete an anonymous questionnaire. A total of 33 students (37.5%) responded. Learners enthusiastically described multitouch e-books as accessible and easy to navigate and appreciated their use of different verbal and visual modalities to appeal to a variety of learning styles. By using well-designed multimedia instruction, nursing faculty can facilitate learner acquisition of technology competencies while effectively engaging students in the learning process.