Critical perspectives on technology and education - Scott Bulfin

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.

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

"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