Journal Article

Journal Article

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.

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,...

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.

Feeling feedback: students’ emotional responses to educator feedback

A new article by Tracii Ryan and Michael Henderson - reports on students' emotional experience of the feedback comments they receive from educators. The findings indicate that international students and those who achieve lower grades are most negatively impacted.

new paper in Journal of Education Policy

Neil Selwyn has a new article published in the Journal of Education Policy with colleagues from the University of Gothenburg. The article - titled "Selling tech to teachers: education trade shows as policy events" - focuses on the role of large trade shows in the marketing of technology to schools and teachers. In particular, it explores the role of trade shows as sites of policy work - i.e. how these events function as sites of policy interpretation and the ‘sharing’ (or more accurately ‘selling’) of global ideas and imperatives to local schools and teachers.

AJET Special Issue

Together with Professor Judith B. Harris (College of William and Mary), Professor Matthew J Koehler (Michigan State University) and Joshua Rosenberg (Michigan State University),...

new paper in Technology, Pedagogy & Education

Katerina Tour has a new article in Technology, Pedagogy & Education. Titled 'Teachers’ self-initiated professional learning through Personal Learning Networks' the paper discusses teachers’ self-initiated...