Actant affordances: a brief history of affordance theory and a Latourian extension for education technology research
Affordance theory provides a useful lens to explore the action opportunities that arise between users and technology, especially in education. However developments in the theory have resulted both in confusion and misapplication, due partly to issues related to affordance theory’s ontology. This paper outlines two competing perspectives on affordances by Gibson and Norman, before arguing that Latour’s theory of ‘actants’ provides a useful middle way between these competing positions. This ‘actant affordance’ provides new opportunities for undertaking educational technology research that focuses on the network of negotiations taking place between actants (student, teacher, technology, pedagogy, etc.) rather than studying causality or simple binaries.
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License, that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).
Authors who publish in this journal agree to these terms.