ABSTRACT
Learning arises often through a socially mediated process. This is as true when digital technologies are involved as it is without their involvement. Indeed references throughout the preceding chapters have often referred to the importance of mediation and its qualities when digital technologies are used, as well as the fact that measures of impacts when digital technologies are combined with effective mediation are greater (see, for example, Tamim et al., 2011). In this text and in others, the importance of recognising that digital technologies play a part within a wider learning landscape is itself an important concept-removing or isolating the digital technology from its landscape can have effects and implications. This concept is considered in more depth by Luckin (2010), who articulates this in terms of a learning ecology.
