Critical Perspectives on Technology and Education

1. Front Matter

   Pages i-xi

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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

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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.

• Cultural Studies
• curriculum
• digital media
• education
• educational technology
• literacy
• media
• social media
• sociology
• technology

"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

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

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