As the notion of ‘text’ is so much wider than the typographical text, there is an urgent need for the pedagogical practice to embrace to affordances of Information and Communication Technologies [ICT], as these open up for a broader set of communicative modes. Consequently, to be able to make use of the potential of ICT within the framework of the pedagogical practice of the school, a developed understanding for the relation between tools as resources for human action and meaning making is necessary. Based on the assumption that tools carry with them an emancipatory potential, creating new opportunities for human action where the intertwined relation between tools and human action is emphasized need to be recognized. Nevertheless, it is important to consider that the affordances of ICT are inseparable from power differentials and identity markers, which stresses the notion that the relation between the affordances of the technology and human interpretative creativity creates unique user positions. The article ends with a discussion on what could be a flexible grammar of digital media.
Utbildning och lärande. Tidskrift