The socio-materiality of learning practices

Although the use of digital information technologies in education has become commonplace, there are few, if any, central guiding frameworks or theories that explicate the relationship between technology and learning practices. In this paper, I argue that such a theoretical framework can assist scholars and practitioners alike by working as a conduit to study and design learning technologies.Towards this goal, I propose socio-materiality as a key theoretical construct with valuable insights and implications for the field of learning technology.