Critical Perspectives on Technology and Education

This book offers critical readings of issues in education and technology and demonstrates how researchers can use critical perspectives from sociology, digital media, cultural studies, and other fields to broaden the "ed-tech" research imagination, open up new topics, ask new questions, develop theory, and articulate an agenda for informed action.

Glenn Auld, Deakin University, AustraliaRachel Buchanan, University of Newcastle, AustraliaSusan Edwards, Australian Catholic University, AustraliaSue Grieshaber, Hong Kong Institute of Education, Hong KongMichael Henderson, Monash University, AustraliaKathryn Holmes, University of Newcastle, AustraliaGlynda Hull, University of California, Berkeley, USADimitrios Koutsogiannis, Aristotle University of Thessaloniki, GreeceJulianne Lynch, Deakin University, AustraliaAna Mantilla, Australian Catholic University, AustraliaStacy Marple, See Change Evaluation, USAMark Evan, Kanda University of International Studies, JapanJoce Nuttall, Australian Catholic University, AustraliaJoanne Orlando, University of Western Sydney, AustraliaNicola Pallitt, University of Cape Town, South Africa Greg Preston, University of Newcastle, AustraliaLeonie Rowan, Griffith University, AustraliaNeil Selwyn, Monash University, AustraliaKylie Shaw, University of Newcastle, AustraliaDavid Shutkin, John Carroll University, USAMarion Walton, University of Cape Town, South Africa Elizabeth Wood, University of Sheffield, UK