Critical Studies of EDUCATION & TECHNOLOGY

Neil Selwyn writes about education, technology & society

Latest academic papers

I have been writing journal articles since 1995 – if you are interested in diving into the full list, then this Google Scholar profile lists them in order of popularity/obscurity. Here are a selection of articles from the past couple of years:

Selwyn, N.,  Hillman, T., Bergviken-Rensfeldt, A.  &  Perrotta, C.  (2021).  Digital technologies and the automation of education – key questions and concerns.  Postdigital Science & Education

Heffernan, A. and Selwyn, N.  (2021).  Mixed messages: the enduring significance of email in school principals’ work.  Australian Educational Researche

Selwyn, N. and Gallo Cordoba, B. (2021).   Australian public understandings of Artificial IntelligenceAI and Society

Selwyn, N.  (2021).   Ed-Tech Within Limits: anticipating educational technology in times of environmental crisisE-Learning & Digital Media, 18(5): 496–510

Selwyn, N. (2021). There is a danger that we get too robotic: an investigation of institutional data logics within secondary schools. Educational Review

Selwyn, N., Pangrazio, L. and Cumbo, B.  (2021)    Knowing the (datafied) student: the production of the student subject through school data.  British Journal of Educational Studies

Selwyn, N., O’Neill, C., Smith, G., Andrejevic, M. and Gu, X  (2021)   A necessary evil? The rise of online exam proctoring in Australian universities.  Media International Australia

Selwyn, N.  (2021).   The human labour of school data: exploring the production of digital data in schools.  Oxford Review of Education, 47(3):353-368

Selwyn, N.   (2021).   ‘Just playing around with Excel and pivot tables’ – the realities of data-driven schooling.  Research Papers in Education.

Selwyn, N., Pangrazio, L. and Cumbo, B.   (2021) Attending to data: exploring the use of attendance data within the datafied school.  Research in Education

Selwyn, N. and Aagaard, J.  (2021).  Banning mobile phones from classrooms – an opportunity to advance understandings of technology addiction, distraction and cyberbullyingBritish Journal of Educational Technology 51(2):8-19

Cumbo, B. and Selwyn, N.   (2021).  Revitalising ‘Participatory Design’ approaches in educational researchInternational Journal of Research & Method in Education 29(3):431-448

Pangrazio, L.  and Selwyn, N.   (2021).    Toward a school-based ‘critical data education’   Pedagogy, Culture and Society

Selwyn, N.   (2020).   Reimagining ‘learning analytics’ … a case for starting again.  The Internet and Higher Education 46:100745

Selwyn, N. with Jandrić, P.  (2020).   Postdigital living in the age of COVID-19: Unsettling what we see as possible.    Postdigital Science & Education  2(3):989-1005

Selwyn, N., Pangrazio, L., Nemorin, S. and Perrotta, C.  (2020)  What might the school of 2030 be like?  An exercise in ‘social science fiction’.  Learning, Media & Technology  45(1):90-106

Andrejevic, M.  and Selwyn, N.  (2020).  Facial recognition technology in schools: critical questions and concerns.  Learning Media & Technology 45(2): 115-128

Selwyn, N. and Gasevic, D.  (2020).    The datafication of higher education: discussing the promises and problems.   Teaching in Higher Education, 25(4): 527-540

Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F. and Sancho-Gil, J.  (2020). What’s next for Ed-Tech? Critical hopes and concerns for the 2020s.  Learning Media & Technology  45(1):1-6

Perrotta, C. and Selwyn, N.  (2020)  Deep learning goes to school: toward a relational understanding of AI in education.  Learning, Media & Technology 45(3): 251-269

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