ABSTRACT
Recent cultural, technological and pedagogical developments have resulted in major reconfigurations of the materialities of educational settings. Many schools are being equipped with novel digital tools and applications to address contemporary learning requirements and pedagogical approaches (Voogt, Korkeamäki, & Littleton, 2018). Not only are these new materialities entangled with teaching and learning processes, they can also extend and connect educational activities to the everyday lives of students and their communities outside the school, creating hybrid communication spaces for teaching and learning in which the everyday and formal funds of knowledge can vividly intersect (Kumpulainen, Mikkola & Rajala, 2018; Kajamaa, Kumpulainen & Rajala, 2018). Further, recent technological infrastructures and their learning arrangements allow students to relate to materiality in new ways. In these novel socio-material configurations, students are typically invited to act creatively to modify and develop material objects as part of the learning process. Hence, the materiality itself is in transformation through student agency (Kumpulainen, Kajamaa & Rajala, 2018). Relatedly, the actual physical spaces of schools are being transformed into more open and flexible spaces amplified with novel furnishings to support learner-centred pedagogies, serving diverse students and their needs (Daniels, Tse, Stables, & Cox, 2018).
