Looking beyond learning: notes towards the critical study of educational technology

By Neil Selwyn. Journal of Computer Assisted Learning, 2010

539 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c9d4eec14f9e9f4f8becf6296686c7bb1734123f

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Citations in the corpus

Social media and education: reconceptualizing the boundaries of formal and informal learning (2016, background): “…necessary to fully explore the complexities of the learning landscapes in order to understand how to challenge and disrupt institutional policies and practices, whilst being mindful of the need to avoid the reproduction of technology-based power structures (Greenhow and Gleason 2014; Selwyn 2010).”
Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education (2018, background): “Self and peer assessment is thus a field where much can be said about the ‘state of the art’, but little can be said about the ‘state of the actual’ (similar to observations on the educational technology literature made by Selwyn 2010).”
Teaching with technology in higher education: understanding conceptual change and development in practice (2017, background): “Even so, there is little evidence of the long promised revolution in HE facilitated by Edtech (Conole, de Laat, Dillon, & Darby, 2008; Kirkwood & Price, 2013; Olofsson & Lindberg, 2014; Price & Kirkwood, 2014b; Selwyn, 2010).”
Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market (2020, background): “The catchphrase and an utopia has been over decades, if not for centuries, that technology will somehow ‘ disrupt ’ or revolutionize education (Selwyn 2010; see also Postman 1992).”
Higher education scholars' participation and practices on Twitter (2012, background): “Such an understanding aligns with recent calls for educational technology research to investigate the social, political, cultural, and economic factors that influence technology use (Selwyn 2010).”
Student class standing, Facebook use, and academic performance (2015, unknown): “Some scholars have suggested that using Facebook for teaching and learning can promote active learning, student engagement, support knowledge construction, and be used as a communication tool congruent with the preferences of today’s students (Junco, 2012b; McLoughlin & Lee, 2010; Selwyn, 2010).”
The role of social media in higher education classes (real and virtual) - A literature review (2013, background): “…of social media in general and the saturation of SNSs in particular, many higher education instructors have looked to the technology to mediate and enhance their instruction as well as promote active learning for students (Anderson, 2007; Eijkman, 2008; McLoughlin & Lee, 2010; Selwyn, 2010).”