Dr Selena Nemorin

Dr Selena Nemorin


Dr Selena Nemorin is a lecturer in educational technologies at Monash University. Her research interests include critical theories of technology, surveillance & society, AI/tech ethics, and youth and new media/technologies.

She has worked on research projects that have examined the uses of new technologies in digital schools, data/IoT ethics, educational equity and inclusion, as well as human rights policies and procedures in post-secondary institutions.

Monash profile: https://research.monash.edu/en/persons/selena-nemorin

She tweets @digiteracy



Nemorin, S., Vlachidis, A., Ayerakwa, H., & Panagiotis, A. (2022). AI hyped? A horizon scan of discourse in Artificial Intelligence in Education (AIED) and development. Learning, Media and Technology. doi: 10.1080/17439884.2022.2095568

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society .July-Dec 1-12. doi: 10.1177/205395 1719879468

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society. doi.org/10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implicationsInternational Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Educationdoi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.


Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford: Routledge.

Book sections

Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.


Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.