Skip to main content
SpringerLink
Log in
Palgrave Macmillan
Book cover

Critical Perspectives on Technology and Education

  • Book
  • © 2015

Overview

Editors:
  1. Scott Bulfin
    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  2. Nicola F. Johnson
    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  3. Chris Bigum
    View editor publications

    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Digital Education and Learning (DEAL)

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (14 chapters)

  1. Front Matter

    Pages i-xi
    Download chapter PDF

  2. Critical Is Something Others (Don’t) Do: Mapping the Imaginative of Educational Technology

    • Chris Bigum, Scott Bulfin, Nicola F. Johnson
    Pages 1-13

  3. Gorillas in Their Midst: Rethinking Educational Technology

    • Chris Bigum, Leonie Rowan
    Pages 15-34

  4. The Work of Theory in Ed-Tech Research

    • Nicola F. Johnson
    Pages 35-50

  5. Extending Understandings of Educational Technology: Teachers’ Critiques of Educational Technology as Important Intellectual Capital for Researchers

    • Joanne Orlando
    Pages 51-68

  6. Digital Play: What Do Early Childhood Teachers See?

    • Susan Edwards, Joce Nuttall, Ana Mantilla, Elizabeth Wood, Sue Grieshaber
    Pages 69-84

  7. Youth Breaking New “Ground”: Iconicity and Meaning Making in Social Media

    • Mark Evan Nelson, Stacy Marple, Glynda Hull
    Pages 85-104

  8. The Scripted Sandbox: Children’s Gameplay and Ludic Gendering

    • Nicola Pallitt, Marion Walton
    Pages 105-125

  9. The (Mis)Use of Community of Practice: Delusion, Confusion, and Instrumentalism in Educational Technology Research

    • Michael Henderson
    Pages 127-140

  10. Researching with Heart in Ed-Tech: What Opportunities Does the Socially Indeterminate Character of Technological Artifacts Open up for Affirming Emergent and Marginalized Practices?

    • Julianne Lynch
    Pages 141-161

  11. Teaching the “Other”: Curriculum “Outcomes” and Digital Technology in the Out-of-School Lives of Young People

    • Glenn Auld, Nicola F. Johnson
    Pages 163-181

  12. Translocalization in Digital Writing, Orders of Literacy, and Schooled Literacy

    • Dimitrios Koutsogiannis
    Pages 183-201

  13. The Lake Highlands One-to-One Laptop Initiative: NCLB, Drill and Practice and the Formation of a Relational Network

    • David Shutkin
    Pages 203-225

  14. The Global and the Local: Taking Account of Context in the Push for Technologization of Education

    • Rachel Buchanan, Kathryn Holmes, Gregory Preston, Kylie Shaw
    Pages 227-244

  15. Technology and Education—Why It’s Crucial to be Critical

    • Neil Selwyn
    Pages 245-255

  16. Back Matter

    Pages 257-265
    Download chapter PDF
Back to top

Keywords

About this book

This book offers critical readings of issues in education and technology and demonstrates how researchers can use critical perspectives from sociology, digital media, cultural studies, and other fields to broaden the "ed-tech" research imagination, open up new topics, ask new questions, develop theory, and articulate an agenda for informed action.

Reviews

"A timely, useful, readable, subtle, helpful, and provocative collection unpicking the politics, practices, history, and uses of educational technology." - Julian Sefton-Green, Principal Research Fellow in the Department of Media and Communication, London School of Economics and Political Science, UK

About the authors

Glenn Auld, Deakin University, Australia Rachel Buchanan, University of Newcastle, Australia Susan Edwards, Australian Catholic University, Australia Sue Grieshaber, Hong Kong Institute of Education, Hong Kong Michael Henderson, Monash University, Australia Kathryn Holmes, University of Newcastle, Australia Glynda Hull, University of California, Berkeley, USA Dimitrios Koutsogiannis, Aristotle University of Thessaloniki, Greece Julianne Lynch, Deakin University, Australia Ana Mantilla, Australian Catholic University, Australia Stacy Marple, See Change Evaluation, USA Mark Evan, Kanda University of International Studies, Japan Joce Nuttall, Australian Catholic University, Australia Joanne Orlando, University of Western Sydney, Australia Nicola Pallitt, University of Cape Town, South Africa Greg Preston, University of Newcastle, Australia Leonie Rowan, Griffith University, Australia Neil Selwyn, Monash University, Australia Kylie Shaw, University of Newcastle, Australia David Shutkin, John Carroll University, USA Marion Walton, University of Cape Town, South Africa Elizabeth Wood, University of Sheffield, UK

Bibliographic Information

Publish with us

Policies and ethics

Back to top

Search

Navigation