ABSTRACT
This chapter argues a claim in its exploration of how digital technology co-shapes two Danish students’ writing and writer development in the transition from lower secondary to upper secondary education in the period 2009-2013. The two students are Martin and Amalie. An unexpected finding is that digital technology used in subject-specific school writing practices both enables and constrains the two students’ development. Comparative analyses of standards for writing suggest that an expanded notion of writing is emerging on a programmatic curriculum level in Nordic countries. As a theoretical point of departure, the Writing to Learn, Learning to Write project draws on a social semiotic framework and empirical research on the use of technology in, among other places, education. The brief review of theory and empirical research suggests that technology co-shapes and is at the same time co-shaped by students’ writing and writer development.
