ABSTRACT
Digital technology has changed society, and digital tools are rapidly appearing in classrooms all around the world. Digital networked technologies in particular, have changed the way in which people learn and what it means to ‘be a learner’ (Erstad, 2014), and we thus need to expand our understanding of teaching and learning processes in the classroom to include the use of digital, multimodal media, both inside and outside the classroom. Often, learning experiences are visualised as being ‘trajectories of learning’ in which one experience is chain-linked to other experiences. In education, it is usually the teacher who facilitates the connections between these experiences, since one of the main roles of the teacher is to develop links between learning experiences (see for example Mercer, Dawes & Kleine Staarman, 2009; Scott, Mortimer & Ametller, 2011; Alexander, 2017). However, utilising networked technology in classrooms gives students the opportunity to draw in their own interests and experiences in their learning trajectories in ways that were not possible before.
