Lim, Fei Victor

The COVID-19 pandemic has highlighted the value of digital technology – in preserving work, play and learning – at a time when physical interactions are constrained. Given the challenges involved in the sudden conscription towards digital teaching and learning, the reception of both teachers and students towards the adoption of digital technologies for home-based teaching and learning has been mixed. While appreciating the affordances of digital technologies in supporting the continuity of teaching during the lockdowns, concerns have been raised by teachers on the effectiveness of digital learning. Our chapter discusses the teacher’s use of semiotic technologies to design learning experiences for students. From the perspective of design considerations, we explore the different ways of meaning making in digital learning – in particular, how knowledge can be represented, pedagogic relations expressed and learning organised through the affordances of semiotic technologies. We do this by studying three types of semiotic technologies, namely, the ubiquitous video lectures, digital games for learning and social media, specifically in its appropriation as a learning platform. Our chapter concludes by reflecting on losses and gains in digital learning and the need for teachers to expand their pedagogical repertoire in the post-pandemic education normal.