Chapter 1. Situating learning in the 21st century: Technology, policy and meaning-making
Chapter 2. Analyzing meaning across scales
Chapter 3. Toward a multimodal socio-semiotic account of learning social semiotics and meaning-making
Chapter 4. Plan Ceibal policy and the 1:1 model in Uruguay
Chapter 5. Technology and EFL across policy scales
Chapter 6. Laptops and textbooks as curriculum artifacts: Audience, authorization and ideologies in the classroom
Chapter 7. Learners as sign-makers: Technology, learning and assessment
Chapter 8. Conclusions.