This special issue will critically examine 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.

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

The issue is currently in progress. These papers have in press status (sometimes called online-ahead-of-print). They have been accepted after peer review and can be cited using their DOI number, but they do not yet have citable page numbers.