The special issue is edited by
Brett Bligh, Department of Educational Research, Lancaster University, Lancaster, United Kingdom
Philip Moffitt, Department of Educational Research, Lancaster University, Lancaster, United Kingdom
This special issue critically examines the interplay of social and cultural mediation, along with the societal motives of learning activities, and their mediating technologies. We welcome submissions which empirically examine social and cultural mediation in TEL, and which explore the use of Activity Theory (and potentially seek to develop it) rather than solely applying it. Papers might explore macro- and meso-level policy-practice tensions, stakeholder influence and interest, and the varied implications for how tasks are allocated in technology-mediated activity. We encourage diverse approaches to conceptualising and analysing mediating technologies, beyond the solely ‘digital’, and we are flexible concerning conceptions of what ‘learning’ is.
