Publications

Publications

The policy rebirth of ‘learning to code’ in UK, Sweden & Australia

Neil Selwyn has a new article published in the Journal of Educational Policy co-authored with Ben Williamson (Stirling University) and Annika Rensfeldt and Caterina Player-Koro (University of Gothenburg). This paper examines the 'fast policy' processes unpinning the recent push for 'coding in schools' across England, Sweden and Australia.

Data points: exploring data-driven reforms of education

Neil Selwyn has a new review article published in the British Journal of Sociology of Education. The article overviews recent writing on the rising use of digital data in schools and university education, reflecting on areas of further research, analysis and action.

new article in International Journal of Educational Technology in Higher Education

Neil Selwyn has a new open access article in the International Journal of Educational Technology in Higher Education - titled "More than tools? Making sense of the ongoing digitizations of higher education". The article is co-authored with Linda Castañeda from the Universidad de Murcia in Spain.

Final report released for the OLT-funded Feedback for Learning project

The final report for the project Feedback for Learning – Closing the Assessment Loop has just been released. This project involved a team of...

Designing for technology-enabled dialogic feedback

In this book chapter DER members Henderson, Phillips and Ryan propose a design for technology-enabled dialogical feedback processes, with the goal of strengthening student evaluative judgement.

What makes for effective feedback: staff and student perspectives

DER members Dawson, Henderson, Phillips and Ryan have a new paper out! This paper explores what educators and students think the purpose of feedback is,...

Technology as a focus of education policy

Neil Selwyn has a book chapter featured in the new Wiley Handbook of Education Policy. Neil’s chapter - ‘Technology as a Focus of Education Policy’ – explores how policymakers around the world responded to increased pressure to integrate digital technologies into school systems. It argues that has grown to be a complicated area of education that is entwined with reconfigurations of public policymaking along globalized and privatized lines.

Doing data differently? Developing personal data tactics & strategies amongst young people

Neil Selwyn and Luci Pangrazio have a new article published as part of their AuDA Foundation funded research into young people's personal data practices. The article is published in the open access journal 'Big Data & Society' - one of the leading journals in the emerging inter-disciplinary area of digital data studies.

Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups

Neil Selwyn has a new paper in the British Educational Research Journal titled "Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups". The paper focuses on the digital labor implicit in teachers' participation in a 13,000 strong online Facebook group focused on Flipped Classroom activities. While these groups are often celebrated as a source of networked professional learning, this paper explores characteristics of the Facebook group that constituted disadvantaging, exploitative and/or disempowering forms of technological engagement.

new book: Social Media & Education

Neil Selwyn is co-editor of a new collection of essays titled 'Social Media and Education: Now the Dust Has Settled'. The book - published by Routledge - is co-edited with Eve Stirling from Sheffield Hallam University (UK). It features essays from scholars around the world - including the UK, US, the Netherlands, Denmark, Sweden and South Africa.