Karoline Schnaider, Limin Gu and Oscar Rantatalo
The purpose of this study is to examine the use of digital technologies by teachers and students in teaching and learning from a multimodal layer perspective.
Abstract
Purpose
The purpose of this study is to examine the use of digital technologies by teachers and students in teaching and learning from a multimodal layer perspective.
Design/methodology/approach
The article reviews 64 studies on technology use. A content analysis based on the theoretical concepts of “multimodal layers” was used to synthesise previous research.
Findings
The findings indicate that the use of technology in classroom practices by teachers and students is multifaceted and that transitions exist between technologies and sign-systems and are differently related to sign-making activities and thus constitute different uses. Between layers, traces can be made that connect the use of technology to differences in sign-making activities.
Practical implications
A multimodal layer perspective on technology use is fruitful to understand what happens at the intersection of technology and human activities in school practices. Moreover, more attention to multimodal layers can inform future effective technology usage and design.
Originality/value
The review offers comprehensive insights on how previous research has studied technology using multimodal layers as an analytical lens.