Abstract
Claims about the complex ways in which young people's lives are entangled with digital technologies abound, yet insufficient theoretically informed empirical research has been conducted to examine how they use them and with what impact. This special issue of Language and Education presents theoretical and empirical understandings of young people's interactions with digital technologies in schools, homes and communities, and examines implications for educational development in four contrasting sites. The final paper considers the implications of the research for an investigation of young people's use of information and communication technologies in Uganda.
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