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.
We are very pleased to announce the publication of a new book from our ARC-funded Discovery Project on schools and digital technology. Published by Routledge, 'Everyday Schooling in the Digital Age' is an in-depth ethnography of the realities of digital technology across three contrasting Australian high schools.
Neil Selwyn & Luci Pangrazio have a new chapter published in the Wiley/Blackwell 'International Encyclopedia of Media Literacy'. providing an overview of the digital media that are present in contemporary higher education contexts and the media literacy issues that surround them.
This chapter provides a synthesis of research into how technology can support effective feedback. The results of a systematic literature search into technology and feedback are then presented, structured around the parties involved in feedback: students, their peers, educators, and computers.
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.
New article from Neil Selwyn arguing that environmental sustainability is *the* prevailing issue that needs to be addressed in considering what future forms of educational technology are possible ... if not preferable.
A new article examining how the promises of data-driven education (such as real-time feedback, individualised nudges, self-regulated learning) remain largely incompatible with the entrenched bureaucratic and professional logics of mass schooling.
Neil Selwyn and colleagues from Monash and ANU have a new paper published on the emergence of online exam proctoring into Australian universities over the past 12 months - a case study of how controversial technology nevertheless becomes adopted as mainstream education practice.
Neil Selwyn is the co-author of new full-length report for the UNESCO 'Futures of Education' initiative - laying out some key areas of concern and hope for the development of education and technology throughout the 2020s and beyond.
"Public Opinions on #EdTech in Schools" - our nationally representative survey of 2000+ adults finds public to be supportive of high-tech schooling ... but concerned over classroom phone bans, parents paying for BYOD & trusting 'Big Tech' companies
UNESCO's 'Broadband Commission for Sustainable Development' launched its report on 'Digital Skills for Life & Work' on 17th September in New York. The report - drafted by LNM's Neil Selwyn - examines how the education sector can ensure that all people develop essential digital skills for life and work.
The final report from LNM's recent research on 'proxy' internet use has just been released. The project was conducted for ACCAN over 2015 and 2016. The project explored the ways in which people help others to make use of the internet - often involving themselves in important and/or ‘risky’ online activities – e.g. banking, personal finances and purchasing goods.