![]() Burnett (2017) describes how Grade 6 students use iPads to store and reuse multimodal artifacts, operate across media and modes, and act as one anotherʼs instant audience. Regarding older students, a review study on technology and writing shows that iPads and apps support the studentsʼ fluidity across the recursive phases of the writing process ( Williams & Beam, 2019). Focusing on young studentsʼ digital editing practices, Engblom and colleagues (2020) find that the softwareʼs underlining of errors often results in misspellings and incorrect punctuation and that global text revisions, such as additions, insertions, or reorganizations, are rarely performed. Dahlströmʼs (2019) study presents affordances such as writability, editability, storytelling ability, and accessibility, which increase student agency in writing contexts. International studies expand Norwegian perspectives by examining the affordances of iPads used in writing. Researchers have also studied how certain apps support literacy practices ( Brekke, 2020 Engen et al., 2017 Gilje et al., 2020) and how literacy practices sometimes cross the boundaries between home and school, discussing digital technologies as boundary-crossing artifacts ( Erstad & Silseth, 2019 Michelsen, 2015). 1 A qualitative case study indicates that the use of tablets in elementary schools leads to distributed knowledge, coherence, and transparency in the studentsʼ schoolwork, as well as their high self-confidence in using tablet technology ( Kongsgården & Krumsvik, 2016). Two large-scale effect studies on the implementation of iPads in Norwegian primary schools conclude that iPads have rather limited effects on studentsʼ learning outcomes ( Krumsvik et al., 2018, 2019). Recent Norwegian research on the use of iPads has been concerned with whether tablet technology facilitates collaboration ( Engen et al., 2017), enhances learning ( Kongsgården, 2019 Krumsvik et al., 2018, 2019), contributes to student participation ( Kongsgården & Krumsvik, 2016), and how iPads are integrated into teaching and learning processes ( Gilje et al., 2020). These perspectives encourage close-grained analyses of studentsʼ writing with iPads, including examinations of the specific semiotic, material, and social gains and losses that these devices bring into the writing process. ITHOUGHTSX ALIGN SOFTWAREResearchers in this field investigate the software itself (e.g., by examining what semiotic resources it makes available, how resources are presented, etc.) and software is seen as inscribed with social values, interests, and ideologies ( Kvåle, 2022 Poulsen et al., 2018). More recently, the subfield of semiotic technology studies has emerged. Kress (2010) argues that technologiesʼ characteristics and cultural uses also offer different affordances. In the SSMT, affordance has been used as a means of comparing the gains and the losses of using the image mode instead of the writing mode ( Kress, 2010). Affordances-the meaning potentials of modes and media-constitute a key notion in my study. ![]() Digital technologies are key sites for multimodal investigation because their design and situated use make a wide range of modes available ( Jewitt, 2017). NLS scholars regard literacy as a set of social practices that are observable in events mediated by written texts and have informed numerous studies that explore issues of affordance and agency in relation to digital and multimodal practices. ![]() The study lies at the intersection of social semiotic multimodal theory (SSMT) and new literacy studies (NLS). In relation to these themes, this paper discusses how iPads and apps offer possibilities for writers, as well as presenting challenges and limitations for them. This paper presents how affordances of iPads and apps facilitate the writing process, enhance co-creation and sharing of texts, and help shape multimodal representations in studentsʼ writing. The analyses of 42 student essays and questionnaires yielded three categories that contribute inherently to the description of writing with iPads: functionality, interaction, and multimodality. A written assignment was designed to inquire into studentsʼ perceptions of creating texts using iPads. This paper examines the reported capabilities of iPads and writing-specific apps used in writing activities in a Norwegian elementary classroom. ![]() Digital technologies have the potential to shift literacy practices, as the act of writing involves great semiotic and technological complexity. ![]()
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