Assembling new toolboxes of methods and theories for innovative critical research on educational technology

Bibliographische Referenzen

• Adell, J., Castañeda, L., & Esteve, F. (2018). ¿Hacia la Ubersidad? Conflictos y contradicciones de la universidad digital. RIED. Revista Iberoamericana de Educación a Distancia, 21, 51–51. https://doi.org/10.5944/ried.21.2.20669
• Ames, M. G. (2019). The Charisma Machine: The Life, Death, and Legacy of One Laptop per Child. MIT Press.
• Anderson, T., & Rivera-Vargas, P. (2020). A Critical look at Educational Technology from aDistance Education Perspective. Digital Education Review, 0(37), 208–229. https://doi.org/10.1344/ der.2020.37.208-229
• Ball, S. (2013). The education debate. Policy Press.
• 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). https://doi.org/10.1186/s41239-018-0095-0
• Bartolomé, A., Rodriguez-Illera, J. L., & Lindín, C. (2018). Una ‘educación’ en manos de ingenieros. In T. Lleixá, B. Gros, T. Mauri, & J. L. Medina-Moya (Eds.), Educación 2018-2020 (pp. 13–18). Institut de Recerça en Educació.
• Bayne, S., Evans, P., Ewins, R., Knox, J. L., Macleod, H., Shea, C.,… Sinclair, C. (2020).TheManifesto for Teaching Online. MIT Press.
• Bigo, D., Isin, E., & Ruppert, E. (2019). Data Politics: Worlds, Subjects, Rights. Routledge.
• Brown, M. (2020). Seeing students at scale: How faculty in large lecture courses act upon learning analytics dashboard data. Teaching in Higher Education, 25(4), 384–400. https://doi.org/10 .1080/13562517.2019.1698540
• Carvalho, L., & Yeoman, P. (2021). Performativity of materials in learning: The learning-whole in action. Journal of New Approaches in Educational Research, 10(1), 28–42. https://doi.org/ 10.7821/naer.2021.1.627
• Castañeda, L., Esteve, F., & Adell, J. (2018). ¿Por qué es necesario repensar la competencia docente para el mundo digital? . RED. Revista de Educación a Distancia, 56. https://doi.org/10.6018/ red/56/6
• Castañeda, L., Salinas, J., & Adell, J. (2020). Hacia una visión contemporánea de la Tecnología Educativa. Digital Education Review, 0(37), 240–268. https://doi.org/10.1344/der.2020.37 .240-268
• Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-018-0109-y
• Davies, H. C., Eynon, R., & Salveson, C. (2020). The Mobilisation of AI in Education: A Bourdieusean Field Analysis. Sociolog, December. https://doi.org/10.1177/0038038520967888
• Decuypere, M. (2021). The topologies of data practices: A methodological introduction. Journal of New Approaches in Educational Research, 10(1), 67–84. https://doi.org/10.7821/naer.2021 .1.650
• Dijck, J. V., Poell, T., & Waal, M. D. (2018). The Platform Society: Public Values in a Connective World. Oxford University Press.
• European Parliament. (2020). Draft report on artificial intelligence in education, culture and the audiovisual sector (2020/2017(INI)). Retrieved from https://www.europarl.europa.eu/doceo/ document/CULT-PR-655862_EN.pdf
• Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging Approaches to Educational Research: Tracing the Socio-Material. Routledge.
• Gourlay, L. (2021). There Is No ‘Virtual Learning’: The Materiality of Digital Education. Journal of New Approaches in Educational Research, 10(1), 1–10. https://doi.org/10.7821/naer.2021.1 .649
• Government of India. (2020). National Education Policy 2020. Retrieved from https://nenow.in/ wp-content/uploads/2020/07/NEP-final-for-circulation.pdf
• Hamilton, E., & Friesen, N. (2013). Online Education: A Science andTechnology Studies Perspective / Éducation en ligne: Perspective des études en science et technologie. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 39(2). https://doi.org/10.21432/t2001c
• Hannon, J., & Al-Mahmood, R. (2014). The place of theory in educational technology research. Rhetoric and Reality: Critical Perspectives on Educational Technology: Proceedings of the 31st Annual ASCILITE Conference (pp. 745–750).
• Harrison, M. J., Davies, C., Bell, H., Goodley, C., Fox, S., & Downing, B. (2020). (Un)teaching the ‘datafied student subject’: perspectives from an education-based masters in an English university. Teaching inHigher Education, 25, 401–417. https://doi.org/10.1080/13562517.2019 .1698541
• Holloway, J. (2020). Teacher accountability, datafication and evaluation: A case for reimagining schooling. Education Policy Analysis Archives, 28(56). https://doi.org/10.14507/epaa.28.5026
• Honan, E. (2010). Mapping discourses in teachers’ talk about using digital texts in classrooms. Discourse: Studies in the Cultural Politics of Education, 31(2), 179–193. https://doi.org/10 .1080/01596301003679701
• Jandrić, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J., & Hayes, S. (2018). Postdigital science and education. Educational Philosophy andTheory, 50(10), 893–899. https://doi.org/10.1080/ 00131857.2018.1454000
• Jarke, J., & Breiter, A. (2019). Editorial: the datafication of education. Learning, Media and Technology, 44(1), 1–6. https://doi.org/10.1080/17439884.2019.1573833
• Kirschner, P. A., & Kester, L. (2016). Towards a Research Agenda for Educational Technology Research. In N. Rushby & D. W. Surry (Eds.), The Wiley Handbook of Learning Technology (pp. 523–541). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118736494.ch27
• Kitchin, R., & Dodge, M. (2011). Code/Space: Software and Everyday Life. MIT Press.
• Knox, J. (2020). Artificial intelligence and education in China. Learning, Media and Technology, 45(3), 298–311. https://doi.org/10.1080/17439884.2020.1754236
• Knox, J.,Williamson, B., & Bayne, S. (2020). Machine behaviourism: future visions of ‘learnification’ and ‘datafication’ across humans and digital technologies. Learning, Media and Technology, 45(1), 31–45. https://doi.org/10.1080/17439884.2019.1623251
• Komljenovic, J. (2020). The future of value in digitalised higher education: Why data privacy should not be our biggest concern. Higher Education, 1–17. https://doi.org/10.1007/ s10734-020-00639-7
• Lai, J. W., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27–42. https://doi.org/10.1016/j.compedu.2019.01.010
• Lewis, S. (2020). The turn towards policy mobilities and the theoretical-methodological implications for policy sociology. Critical Studies in Education, 0(0), 1–16. https://doi.org/10.1080/ 17508487.2020.1808499
• Livingstone, S., Stoilova, M., & Nandagiri, R. (2020). Data and Privacy Literacy. In D. Frau-Meigs et al. (Eds.), The Handbook of Media Education Research (pp. 413–425). John Wiley & Sons. https://doi.org/10.1002/9781119166900.ch38
• Loftus, M., & Madden, M. G. (2020). A pedagogy of data and Artificial Intelligence for student subjectification. Teaching in Higher Education, 25(4), 456–475. https://doi.org/10.1080/ 13562517.2020.1748593
• Marres, N. (2017). Marres, N: Digital Sociology: The Reinvention of Social Research. Wiley.
• Pangrazio, L. (2021). Digital rights, digital citizenship and digital literacy: What’s the difference. Journal of New Approaches in Educational Research, 10(1), 15–27. https://doi.org/10.7821/ naer.2021.1.616
• Perrotta, C. (2021). Underdetermination, assemblage studies and educational technology: Rethinking causality and re-energising politics. Journal of New Approaches in Educational Research, 20(1), 57–66. https://doi.org/10.7821/naer.2021.1.638
• Perrotta, C., Gulson, K. N., Williamson, B., & Witzenberger, K. (2020). Automation, APIs and the distributed labour of platform pedagogies in Google Classroom. Critical Studies in Education, 0(0), 1–17. https://doi.org/10.1080/17508487.2020.1855597
• Player-Koro, C., Rensfeldt, A. B., & Selwyn, N. (2018). Selling tech to teachers: education trade shows as policy events. Journal of Education Policy, 33(5), 682–703. https://doi.org/10.1080/ 02680939.2017.1380232
• Regan, P. M., & Khwaja, E. T. (2019). Mapping the political economy of education technology: A networks perspective. Policy Futures in Education, 17(8), 1000–1023. https://doi.org/10.1177/ 1478210318819495
• Reich, J. (2020, 09 14). Ed-Tech Mania Is Back. Retrieved from https://www.chronicle.com/article/ ed-tech-mania-is-back
• Savage, G. C. (2020). What is policy assemblage? Territory, Politics, Governance, 8(3), 319–335. https://doi.org/10.1080/21622671.2018.1559760
• Sellar, S., & Gulson, K. N. (2019). Becoming information centric: the emergence of new cognitive infrastructures in education policy. Journal of Education Policy, 0(0), 1–18. https://doi.org/ 10.1080/02680939.2019.1678766
• Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F., & Sancho-Gil, J.M. (2020). What’s next for Ed-Tech? Critical hopes and concerns for the 2020s. Learning, Media and Technology, 45(1), 1–6. https://doi.org/10.1080/17439884.2020.1694945
• Williamson, B. (2020). New digital laboratories of experimental knowledge production: Artificial intelligence and education research. London Review of Education. https://doi.org/10.14324/ LRE.18.2.05
• Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45, 107–114. https://doi.org/10.1080/17439884.2020.1761641
• Williamson, B., & Hogan, A. (2020). Commercialisation and privatisation in/of education in the context of Covid-19. Education International.
• Youdell, D., & Lindley, M. R. (2018). Biosocial Education: The Social and Biological Entanglements of Learning. Routledge.
• Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39–39. https://doi.org/10.1186/s41239-019-0171-0
• Zhao, Y. (2017). What works may hurt: Side effects in education. Journal of Educational Change, 18(1), 1–19. https://doi.org/10.1007/s10833-016-9294-4