1926 Pages 107 B/W Illustrations
    by Routledge

    The widespread academic study of educational technology blossomed in the years following the development of the microprocessor. Of course, that is not to say that education was technology-free before the 1970s: the telephone, wireless radio, cinema, television, and mainframe computers had all in their time been heralded as educational marvels. But the scale of change, and the academic practices that responded to it, became of an entirely different order with the arrival of personal computers, promising as they did access for ordinary people to cheaper, faster, and smarter benefits of science and technology. From that historic moment onwards, it was increasingly common to hear educationalists, computer experts, journalists, and politicians proclaiming that these new technologies would transform the world of education, for better or for worse.

    In the midst of this excitement (and, often, hype), Education and Technology researchers have, via empirical investigation and the development of novel or revised theoretical perspectives, explored the impact of new technologies on learning, pedagogy, design, policy, and the future of educational institutions. Psychology, Computer Science, Sociology, Pedagogical Studies, Communications, and Economics have all contributed to the domain, and connections have begun to be made to create a coherent body of thought and practice. But, while Education and Technology has stimulated a tremendous amount of published material, much of that work has been contaminated by political and commercial interests. Indeed, the dizzying quantity (and variable quality) of much research makes it difficult to discriminate the useful from the tendentious, superficial, and otiose. Now, as part of Routledge’s Major Themes in Education series, the editors of this new collection, two leading scholars from the University of Oxford’s Department of Education and the University’s Internet Institute, have undertaken the task of determining and bringing together in a one-stop resource the major works in Education and Technology.

    With a full index, and thoughtful introductions, newly written by the editors, Education and Technology will be valued by scholars, students, and policy-makers as a vital and enduring resource.

    Volume I: Envisioning the Field—The Foundations of Educational Technology Theory and Practice

    Part 1: Perspectives on the Nature of Technology and its Place in Human Lives in the Modern World

    1. Langdon Winner, ‘Do Artifacts Have Politics?’, Daedalus, 1980, 109, 1, 121–36.

    2. M. Castells, ‘Informationalism, Networks and the Network Society: A Theoretical Blueprint’, The Network Society: A Cross-cultural Perspective (Edward Elgar, 2004), pp. 3–48.

    3. Martin Oliver, ‘Technological Determinism in Educational Technology Research: Some Alternative Ways of Thinking About the Relationship Between Learning and Technology’, Journal of Computer Assisted Learning, 2011, 27, 15, 373–84.

    Part 2: Forming and Configuring the Field of Educational Technology

    4. Seymour Papert, ‘Computers and Computer Cultures’, Mindstorms: Children (Basic Books, 1980), pp. 19–37.

    5. Larry Cuban, ‘Computers Meet Classroom: Classroom Wins’, Teachers College Record, 1993, 95, 2, 185–210.

    6. Richard E. Clark, ‘Media Will Never Influence Learning’, Educational Technology Research and Development, 1994, 42, 2, 21–9.

    7. Hank Bromley, ‘The Social Chicken and the Technological Egg: Educational Computing an the Technology/Society Divide’, Educational Theory, 1997, 47, 1, 51–65.

    8. Kenneth R. Koedinger, John R. Anderson, William H. Hadley, and Mary A. Mark, ‘Intelligent Tutoring Goes to School in the Big City’, International Journal of Artificial Intelligence in Education, 1997, 8, 30–43.

    9. A. Anohina, ‘Analysis of the Terminology Used in the Field of Virtual Learning’, Educational Technology & Society, 2005, 8, 3, 91–102.

    10. L. Czerniewicz, ‘Distinguishing the Field of Educational Technology’, Electronic Journal of e-Learning, 2008, 6, 3, 171–8.

    11. Neil Selwyn, ‘Making the Most of the "Micro": Revisiting the Social Shaping of Micro-computing in UK Schools’, Oxford Review of Education, 2014, 40, 2, 170–88.

    Part 3: Foundational Theories and Perspectives on the Capacity of Technology to Transform Learning

    12. B. F. Skinner, ‘Teaching Machines’, Science, 1958, 128, 3330, 969–77.

    13. J. J. Gibson, ‘The Theory of Affordances’, The Ecological Approach to Visual Perception (Erlbaum, 1979), pp. 127–43.

    14. Marlene Scardamalia and Carl Bereiter, ‘Computer Support for Knowledge-Building Communities’, Journal of Learning Sciences, 1994, 3, 3, 265–83.

    15. Roy D. Pea, ‘Seeing What We Build Together: Distributed Multimedia Learning Environments for Transformative Communications’, Journal of the Learning Sciences, 1994, 3, 3, 285–99.

    16. N. Mercer, ‘The Quality of Talk in Children’s Joint Activity at the Computer’, Journal of Computer Assisted Learning, 1994, 10, 24–32.

    17. C. Crook, ‘Children as Computer Users: The Case of Collaborative Learning’, Computers and Education, 1998, 30, 3–4, 237–47.

    18. James Paul Gee, ‘Semiotic Domains: Is Playing Video Games a "Waste of Time"’, What Video Games Have to Teach Us About Learning and Literacy (Palgrave Macmillan, 2003), pp. 13–50.

    19. G. Siemens, ‘Connectivism: A Learning Theory for the Digital Age’, International Journal of Instructional Technology and Distance Learning, 2005, 2, 1, 1–8.

    Part 4: Theories of Learning and Teaching Underpinning Educational Technology Practice

    20. Lev Vygotsky and Alexander Luria, ‘Tool and Symbol in Child Development’, in M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, Mind and Society: The Development of Higher Psychological Processes (Harvard University Press, 1978), pp. 19–30.

    21. Fred S. Keller, ‘"Goodbye Teacher …"’, Journal of Applied Behavior Analysis, 1968, 1, 1, 79–89.

    22. J. Lave, ‘Situated Learning in Communities of Practice’, in Lauren B. Resnick, John M. Levine, and Stephanie D. Teasley (eds.), Perspectives on Socially Shared Cognition 2 (1991), pp. 63–82.

    23. D. H. Jonassen, ‘Objectivism Versus Constructivism: Do We Need a New Philosophical Paradigm?’, Educational Technology Research and Development, 1991, 39, 3, 5–14.

    24. Anna Sfard, ‘On Two Metaphors for Learning and the Dangers of Choosing Just One’, Educational Researcher, 1998, 27, 2, 4–13.

    25. Pierre Dillenbourg, ‘What Do You Mean by Collaborative Learning?’, in Dillenbourg (ed.), Collaborative-Learning: Cognitive and Computational Approaches (Elsevier, 1999), pp. 1–19.

    Volume II: Research into Technology and Learning Sciences, and Associated Theoretical and Methodological Issues

    Part 1: The Science of Learning and Instruction Meets Computer Science

    26. Vannevar Bush, ‘As We May Think’, The Atlantic Monthly, July 1945, 1–19.

    27. G. Pask, ‘Conversational Techniques in the Study and Practice of Education’, British Journal of Educational Psychology, 1976, 46, 12–25.

    28. Arthur C. Graesser, Shulan Lu, George Tanner Jackson, Heather Hite Mitchell, Matthew Ventura, Andrew Olney, and Max M. Louwerse, ‘AutoTutor: A Tutor with Dialogue in Natural Language’, Behaviour Research Methods, Instruments, & Computers, 2004, 36, 2, 180–92.

    29. Yanghee Kim and Amy L. Baylor, ‘A Social-Cognitive Framework for Pedagogical Agents as Learning Companions’, Educational Technology Research and Development, 2006, 54, 6, 569–90.

    30. Edys S. Quellmalz and James W. Pellegrino, ‘Technology and Testing’, Science, 2009, 2, 75–9.

    Part 2: Users and Contexts in Designing Technology for Learning

    31. Ann L. Brown, ‘Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings’, Journal of the Learning Sciences, 1992, 2, 2, 141–78.

    32. N. Dahlbäck, A. Jönsson, and L. Ahrenberg, ‘Wizard of Oz Studies: Why and How’, Knowledge Based Systems, 1993, 6, 4, 258–66.

    33. Kari Kuutti, ‘Activity Theory as a Potential Framework for Human-Computer Interaction Research’, in B. Nardi (ed.), Context and Consciousness: Activity Theory and Human-Computer Interaction (MIT Press, 1995), pp. 17–44.

    34. Richard E. Mayer and Roxana Moreno, ‘A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory’, Journal of Educational Psychology, 1998, 90, 2, 312–20.

    35. Allison Druin, ‘The Role of Children in Design of New Technology’, Behaviour and Information Technology, 2002, 21, 1, 1–25.

    36. Sasha Barab and Kurt Squire, ‘Design Based Research: Putting a Stake in the Ground’, Journal of the Learning Sciences, 2004, 13, 1, 1–14.

    Part 3: Techniques for Analysing Learning Behaviour Online

    37. F. Henri and B. Pudelko, ‘Understanding and Analysing Activity and Learning in Virtual Communities’, Journal of Computer Assisted Learning, 2003, 19, 474–87.

    38. B. De Wever, T. Schellens, M. Valcke, and H. Van Keer, ‘Content Analysis Schemes to Analyze Transcripts of Online Asynchronous Discussion Groups: A Review’, Computers & Education, 2006, 46, 1, 6–28.

    39. Caroline Haythornthwaite and Maarten de Laat, ‘Social Networks and Learning Networks: Using Social Network Perspectives to Understand Social Learning’, in L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, and T. Ryberg (eds.), Proceedings of the 7th International Conference on Networked Learning (2010), pp. 183–90.

    40. Cristobal Romero and Sebastian Ventura, ‘Educational Data Mining: A Review of the State of the Art’, IEEE Transactions on Systems, Man, and Cybernetics—Part C: Applications And Reviews, 2010, 40, 6, 601–18.

    41. Simon Buckingham Shum and Rebecca Ferguson, ‘Social Learning Analytics’, Educational Technology & Society, 2011, 15, 3, 3–26.

    42. Lori Lockyer, Elizabeth Heathcote, and Shane Dawson, ‘Informing Pedagogical Action: Aligning Learning Analytics with Learning Design’, American Behavioral Scientist, 2013, 57, 10, 1439–59.

    Volume III: Educational Technology Theory and Practice Contextualized

    Part 1: Underpinning Theories in the Field: Sociocultural Dimensions

    43. John Seely Brown, Allan Collins, and Paul Duguid, ‘Situated Cognition and the Culture of Learning’, Educational Researcher, 1989, 18, 1, 32–42.

    44. Barbara Rogoff, ‘Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship’, in J. V. Wertsch, P. del Rio, and A. Alvarez (eds.), Sociocultural Studies of Mind (Cambridge University Press, 1995), pp. 209–29.

    45. Sasha A. Barab and Jonathan A. Plucker, ‘Smart People or Smart Contexts? Cognition, Ability, and Talent Development in an Age of Situated Approaches to Knowing and Learning’, Educational Psychologist, 2002, 37, 3, 165–82.

    46. Roger Säljö, ‘Learning and Technologies, People and Tools in Co-ordinated Activities’, International Journal of Educational Research, 2004, 41, 6, 489–94.

    47. Gerry Stahl, ‘Group Cognition in Computer-assisted Collaborative Learning’, Journal of Computer Assisted Learning, 2005, 21, 79–90.

    48. Caroline Haythornthwaite, ‘Learning Relations and Networks in Web-based Communities’, International Journal of Web Based Communities, 2008, 4, 2, 140–58.

    Part 2: Role of Technology in Learners’ Lives

    49. N. Kent and K. Facer, ‘Different Worlds? A Comparison of Young People’s Home and School ICT Use’, Journal of Computer Assisted Learning, 2004, 20, 440–55.

    50. Marc Prensky, ‘Listen to the Natives’, Educational Leadership, 2005, 63, 4, 8–13.

    51. Danah Boyd, ‘Why Youth (Heart) Social Network Sites: The Role of Networked Publics in Teenage Social Life’ (Berkman Center for Internet & Society Research Publication Series, 2007), pp. 119–42.

    52. Bennet et al., ‘The "Digital Natives" Debate: A Critical Review of the Evidence’, British Journal of Educational Technology, 2008, 39, 5, 775–86.

    53. Sonia Livingstone, ‘Taking Risky Opportunities in Youthful Content Creation: Teenagers’ Use of Social Networking Sites for Intimacy, Privacy and Self-expression’, New Media & Society, 2008, 10, 3, 393–411.

    54. Ola Erstad, Gilje Øystein, Julian Sefton-Green, and Kristin Vasbø, ‘Exploring "Learning Lives": Community, Identity, Literacy and Meaning’, Literacy, 2009, 43, 2, 100–6.

    55. Catherine Ashcraft, ‘Technology and Sexuality: What’s the Connection? Addressing Youth Sexualities in Efforts to Increase Girls’ Participation in Computing, Learning, Media and Technology’ (DOI, July 2014).

    Part 3: Perspectives on the Role of Technology Within Contexts of Teaching and Learning

    56. Michael W. Apple and Susan Jungck, ‘"You Don’t Have to Be a Teacher to Teach this Unit": Teaching, Technology, and Gender in the Classroom’, American Educational Research Journal, 1990, 27, 2, 227–51.

    57. David F. Noble, ‘Digital Diploma Mills: The Automation of Higher Education’, Science as Culture, 1998, 7, 3, 355–68.

    58. Shazia Mumtaz, ‘Factors Affecting Teachers’ Use of Information and Communications Technology: A Review of the Literature’, Technology, Pedagogy and Education, 2000, 9, 3, 319–42.

    59. Diana Laurillard, Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (RoutledgeFalmer, 2002) pp. 86–90.

    60. Peggy A. Ertmer, ‘Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?’, Educational Technology Research and Development, 2005, 53, 4, 25–39.

    61. Punya Mishra and Matthew J. Koehler, ‘Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge’, Teachers College Record, 2006, 108, 6, 1017–54.

    62. Jennifer M. Brill and Chad Galloway, ‘Perils and Promises: University Instructors’ Integration of Technology in Classroom-based Practices’, British Journal of Educational Technology, 2007, 38, 1, 95–105.

    63. Henry Jenkins, ‘Executive Summary’, in Jenkins et al. (eds.), Confronting the Challenges of Participatory Culture: The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning (MIT Press, 2008), pp. xi–xv.

    64. Christine Greenhow and Beth Robelia, ‘Informal Learning and Identity Formation in Online Social Networks’, Learning, Media and Technology, 2009, 34, 2, 119–40.

    65. Charles Crook, ‘The "Digital Native" in Context: Tensions Associated with Importing Web 2.0 Practices into the School Setting’, Oxford Review of Education, 2012, 38, 1, 63–80.

    66. Marthe Blikstad-Balas, ‘Digital Literacy in Upper Secondary School: What Do Students Use Their Laptops For During Teacher Instruction?’, Nordic Journal of Digital Literacy, 2012, 7, 2, 81–96.

    67. Gert J. J. Biesta, ‘Giving Teaching Back to Education: Responding to the Disappearance of the Teacher’, Phenomenology & Practice, 2012, 6, 2, 35–49.

    Volume IV: Critical Issues in the Ongoing Development of the Field

    Part 1: Digital Divides and Social Inclusion

    68. Jan van Dijk, and Kenneth Hacker, ‘The Digital Divide as a Complex and Dynamic Phenomenon’, The Information Society, 2003, 19, 315–26.

    69. Neil Selwyn, ‘Reconsidering Political and Popular Understandings of the Digital Divide’, New Media and Society, 2004, 6, 3, 341–62.

    70. Mark Warschauer, Michele Knobel, and Leeann Stone, ‘Technology and Equity in Schooling: Deconstructing the Digital Divide’, Educational Policy, 2004, 18, 4, 562–88.

    71. M. Ananny and N. Winters, ‘Designing for Development: Understanding One Laptop Per Child in its Historical Context, Information and Communication Technologies and Development’, International Conference on ICTD, 2007, pp. 1–12.

    72. Laura Robinson, ‘A Taste for the Necessary: A Bourdieuian Approach to Digital Inequality’, Information, Communication & Society, 2009, 12, 4, 488–507.

    73. Leon Tikly and Angeline M. Barrett, ‘Social Justice, Capabilities and the Quality of Education in Low Income Countries’, International Journal of Educational Development, 2011, 31, 3–14.

    Part 2: Questions of Evidence: Beyond Instrumentalism

    74. Paul A. Kirschner, John Sweller, and Richard E. Clark, ‘Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-based, Experiential, and Inquiry-based Teaching’, Educational Psychologist, 2006, 41, 2, 75–86.

    75. Norman Friesen, ‘Critical Theory: Ideology Critique and the Myths of E-learning’, Ubiquity, 2008, 2, 1–15.

    76. Neil Selwyn, ‘Looking Beyond Learning: Notes Towards the Critical Study of Educational Technology’, Journal of Computer Assisted Learning, 2010, 26, 65–73.

    77. Rana M. Tamin, Robert M. Bernard, Eugene Borokhovski, Philip C. Abrami, and Richard F. Schmid, ‘What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study’, Review of Educational Research, 2011, 81, 1, 4–28.

    Part 3: The Rise of Data and Learning at Scale

    78. Sharon Slade and Paul Prinsloo, ‘Learning Analytics: Ethical Issues and Dilemmas’, American Behavioral Scientist, 2013, 57, 10, 1509–28.

    79. Lori Breslow, David E. Pritchard, Jennifer DeBoer, Glenda S. Stump, Andrew D. Ho, and Daniel T. Seaton, ‘Studying Learning in the Worldwide Classroom Research’, Research & Practice in Assessment, 2013, 8, 13–25.

    80. Anoush Margaryan, Manuela Bianco, and Allison Littlejohn, ‘Instructional Quality of Massive Open Online Courses (MOOCs)’, Computers & Education, 2014, 80, 77–83.

    81. Ben Williamson, ‘Governing Software: Networks, Databases and Algorithmic Power in the Digital Governance of Public Education’, Learning, Media and Technology, 2015, 40, 1, 83–105.

    Part 4: Perspectives on the Future

    82. Chris Bigum and Jane Kenway, ‘New Information Technologies and the Ambiguous Future of Schooling: Some Possible Scenarios’, in Andy Hargreaves (ed.), Extending Educational Change: International Handbook of Educational Change (Springer, 2005), pp. 95–115.

    83. Keri Facer, ‘Taking the 21st Century Seriously: Young People, Education and Socio-technical Futures’, Oxford Review of Education, 2012, 38, 1, 97–113.