This article is a collective response to the 2020 iteration ofThe Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020Manifestocontinues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though theManifestowas written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is thatThe Manifesto for Teaching Onlineoffers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.

This article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy. Gee’s book, a foundational text for those working in game studies, literacy studies, and education, identified 36 principles of ‘good learning’ which he argued were built into the design of good games, and which have since been used to unsettle the landscape of formal education. This article brings together 21 short theoretical and empirical contributions which centre postdigital perspectives to re-engage with, and extend, the arguments first raised by Gee regarding the relationship between videogames and learning. Organised into five groups, these contributions suggest that concepts and attitudes associated with the postdigital offer new thinking tools for challenging grand narrative claims about the educative potential of technologies while also providing rich analytical frames for revisiting Gee’s claims in terms of postdigital videogame literacies.

Purpose: The purpose of this study is to examine the use of digital technologies by teachers and students in teaching and learning from a multimodal layer perspective.Design/methodology/approach: The article reviews 64 studies on technology use. A content analysis based on the theoretical concepts of “multimodal layers” was used to synthesise previous research.Findings: The findings indicate that the use of technology in classroom practices by teachers and students is multifaceted and that transitions exist between technologies and sign-systems and are differently related to sign-making activities and thus constitute different uses. Between layers, traces can be made that connect the use of technology to differences in sign-making activities.Practical implications: A multimodal layer perspective on technology use is fruitful to understand what happens at the intersection of technology and human activities in school practices. Moreover, more attention to multimodal layers can inform future effective technology usage and design.Originality/value: The review offers comprehensive insights on how previous research has studied technology using multimodal layers as an analytical lens.