Understanding technology use through multimodal layers: a research review

Abstract

PurposeThe 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/approachThe article reviews 64 studies on technology use. A content analysis based on the theoretical concepts of “multimodal layers” was used to synthesise previous research.FindingsThe 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 implicationsA 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/valueThe review offers comprehensive insights on how previous research has studied technology using multimodal layers as an analytical lens.

Networked Learning in 2021: A Community Definition

“…For example, how technologies are shaped and re-shaped by human activity recognizes the multifunctional and multirepresentational formations of the different technologies and the complex practices in which they are configured and used by teachers and students in educational environments. A multimodal layer perspective has been fruitful for equally recognizing the different layers of technologies and human activities in the complex semiotic systems of learning settings (Schnaider et al 2020).…”

“…The meaning-making is related to levels of mediation in actions (the Wartofskyan taxonomy) and sign-making (Bezemer and Kress 2016), which result in modes of representation in various activities between humans as well as between humans and the settings. In other words, the ML links the mediators to mediation through the concept of sign-systems (Schnaider et al 2020).…”

“…An ML approach addresses 'what the connections are for' and renews the NL ideas from a multimodal standpoint to include things-to-things/things-to-human/ human-to-human relations within a detailed and comprehensive framework Schnaider et al 2020). More knowledge of the nature of the technologies and human meaning-making through technology use can guide both design thinking and learning design and model future technology use and implementation.…”

Meaning-Making in Technology-Enhanced Learning Activities: A Composite Perspective of Technologies and Their Properties and Users’ Representations

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Technology use in school settings tends to look at various technologies solely as mediators for production and work, rather than to relate them to the patterns of thinking and learning. Some technologies and representations are more overrepresented than others, which signals a more monotonous use [22]. However, recent research indicates that meaning-making (actions and signmaking/learning) in connection with technology use is characterized by a higher level of variety and multiplicity across technologies and their properties and users [9], [13], [14], [22].

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“…Some technologies and representations are more overrepresented than others, which signals a more monotonous use [22]. However, recent research indicates that meaning-making (actions and signmaking/learning) in connection with technology use is characterized by a higher level of variety and multiplicity across technologies and their properties and users [9], [13], [14], [22]. There is a need to explore and gain insights into how multimodal technology use can be understood and supported from a more comprehensive perspective.…”