More than tools? Making sense of the ongoing digitizations of higher education

  1. Linda Castañeda 1
  2. Neil Selwyn 2
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Monash University (Australia)
Revue:
International Journal of Educational Technology in Higher Education

ISSN: 2365-9440

Année de publication: 2018

Número: 15

Type: Article

DOI: 10.1186/S41239-018-0109-Y DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: International Journal of Educational Technology in Higher Education

Objectifs de Développement Durable

Références bibliographiques

  • Aagaard, J. (2018). Magnetic and multistable: Reinterpreting the affordances of educational technology. International Journal of Educational Technology in Higher Education, 15, 4. http://sci-hub.tw/10.1186/s41239-017-0088-4.
  • Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition and Learning, 4(1), 87–95. http://sci-hub.tw/10.1007/s11409-0099035-7.
  • Banks, J., & Deuze, M. (2009). Co-creative labour. International Journal of Cultural Studies, 12(5), 419–431. http://sci-hub. tw/10.1177/1367877909337862.
  • Bartolomé, A., Castañeda, L., & Adell, J. (2018). Personalisation in educational technology: The absence of underlying pedagogies. International Journal of Educational Technology in Higher Education, 15(1), 14. http://sci-hub.tw/10.1186/ s41239-018-0095-0.
  • Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46. http://sci-hub.tw/10.1007/s11092008-9064-9.
  • Blum-Ross, A., & Livingstone, S. (2016). From youth voice to young entrepreneurs: The individualization of digital media and learning. Journal of Digital and Media Literacy, 4(1/2) http://www.jodml.org.
  • Carey, K. (2012). The siege of academe. Washington: https://washingtonmonthly.com/magazine/septoct-2012/the-siegeof-academe/.
  • Clark, A. (2003). Natural-born cyborgs: Minds, technologies, and the future of human intelligence. Oxford University Press.
  • Cobo, C. (2016). La Innovación Pendiente. In Colección Fundación Ceibal/ debate Retrieved from http://innovacionpendiente.com/.
  • Coeckelbergh, M. (2018). Technology and the good society: A polemical essay on social ontology, political principles, and responsibility for technology. Technology in Society, 52, 4–9. http://sci-hub.tw/10.1016/j.techsoc.2016.12.002.
  • Cottom, T. (2016). Black cyberfeminism: Ways forward for classification situations, intersectionality and digital sociology. In J. Daniels, T. Cottom, & K. Gregory (Eds.), Digital sociologies, (pp. 211–230). Bristol: Policy Press.
  • Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. http://sci-hub. tw/10.1016/j.iheduc.2011.06.002.
  • Decuypere, M., & Simons, M. (2016). Relational thinking in education: Topology, sociomaterial studies, and figures. Pedagogy, Culture & Society, 24(3), 371–386. http://sci-hub.tw/10.1080/14681366.2016.1166150.
  • Diez, E. (2018). Neoliberalismo educativo. Madrid: Octaedro. Dreyfus, H., & Rabinow, P. (1982). Michel Foucault: Beyond structuralism and hermeneutics. Brighton: Harvester.
  • Earp, B. D., & Savulescu, J. (2018). Love drugs: Why scientists should study the effects of pharmaceuticals on human romantic relationships. Technology in Society, 52, 10–16. http://sci-hub.tw/10.1016/j.techsoc.2017.02.001.
  • Felski, R. (2015). The limits of critique. Chicago: Chicago University Press.
  • Konstantinou, L. (2016). The hangman of critique. Los Angeles Review of Books https://lareviewofbooks.org/article/the hangman-of-critique/.
  • Massumi, B. (2015). Politics of affect. Cambridge: Wiley.
  • Prendes, M. P., Castañeda, L., Gutierrez, I., & Roman, M. (2016). Still far from personal learning: Key aspects and emergent topics about how future professionals’ PLEs are. Digital Education Review, 29, 15–30.
  • Selwyn, N. (2016). Minding our language – Why education and technology is full of bullshit … and what might be done about it. Learning, Media and Technology, 41(3), 437–443. http://sci-hub.tw/10.1080/17439884.2015.1012523.
  • THE [Times Higher Education] (2018). Oxford academics launch world’s first ‘blockchain university’. Times Higher Education www.timeshighereducation.com/news/oxford-academics-launch-worlds-first-blockchain-university.
  • Watson, S. (2016). How Virginia Heffernan is reinventing tech criticism. Columbia Journalism Review http://www.cjr.org/ tow_center/tech_criticism_virginia_heffernan.php.
  • Williamson, B. (2017). Learning machines. https://codeactsineducation.wordpress.com/2017/11/09/learning-machines/
  • Zeide, E. (2017). The structural consequences of big data-driven education (SSRN scholarly paper no. ID 2991794). Rochester: Social Science Research Network Retrieved from https://papers.ssrn.com/abstract=2991794.