[1]
D. Buckingham, ‘Chapter 8: Digital Media Literacies’, in Beyond Technology: Children’s Learning in the Age of Digital Culture, 1st ed., Hoboken: Wiley, 2013 [Online]. Available: http://ucl.eblib.com/patron/FullRecord.aspx?p=1174290
[2]
D. Laurillard, ‘Chapter 1: Teaching as a Design Science’, in Teaching as a design science: building pedagogical patterns for leaning and technology, New York, NY: Routledge, 2012 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3237520310004761&institutionId=4761&customerId=4760
[3]
M. Prensky, ‘Digital Natives, Digital Immigrants’, On the Horizon, vol. 9, no. 5, 2001 [Online]. Available: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
[4]
S. Bayne, ‘What’s the matter with “technology-enhanced learning”?’, Learning, Media and Technology, vol. 40, no. 1, pp. 5–20, Jan. 2015, doi: 10.1080/17439884.2014.915851.
[5]
Oliver, M., ‘What is Technology?’, in The Wiley Handbook of Learning Technology, N. Rushby and D. W. Surry, Eds. Hoboken, NJ: John Wiley & Sons, Inc, 2016, pp. 35–57 [Online]. Available: http://doi.wiley.com/10.1002/9781118736494
[6]
‘Digital native’ and “digital immigrant” discourses: a critique’, in Digital differences: perspectives on online education, pp. 159–170 [Online]. Available: https://link.springer.com/book/10.1007%2F978-94-6091-580-2
[7]
New London Group, ‘A Pedagogy of Multiliteracies: Designing Social Futures’, Harvard Educational Review, vol. 66, no. 1, pp. 60–92 [Online]. Available: https://search.proquest.com/docview/85606386?rfr_id=info%3Axri%2Fsid%3Aprimo
[8]
H. Jenkins, M. Itō, and danah boyd, ‘Chapter 4: Learning and Literacy’, in Participatory culture in a networked era: a conversation on youth, learning, commerce, and politics, Cambridge, UK: Polity Press, 2016.
[9]
C. J. Bonk, The World is Open. San Francisco, CA, USA: Jossey-Bass, 2011 [Online]. Available: http://doi.wiley.com/10.1002/9781118269381
[10]
‘Connected Learning: An Agenda for Research and Design’. [Online]. Available: https://dmlhub.net/wp-content/uploads/files/Connected_Learning_report.pdf
[11]
S. Bayne, ‘Teacherbot: interventions in automated teaching’, Teaching in Higher Education, vol. 20, no. 4, pp. 455–467, May 2015, doi: 10.1080/13562517.2015.1020783.
[12]
L. Gourlay, D. M. Lanclos, and M. Oliver, ‘Sociomaterial Texts, Spaces and Devices: Questioning “Digital Dualism” in Library and Study Practices’, Higher Education Quarterly, vol. 69, no. 3, pp. 263–278, Jul. 2015, doi: 10.1111/hequ.12075.
[13]
M. Oliver and K. Trigwell, ‘Can “Blended Learning” Be Redeemed?’, E-Learning and Digital Media, vol. 2, no. 1, pp. 17–26, Mar. 2005, doi: 10.2304/elea.2005.2.1.17.
[14]
‘A Framework for Conceptualising the Impact of Technology on Teaching and Learning’ [Online]. Available: https://www.j-ets.net/ETS/issuesd5e8.html?id=34
[15]
P. S. Goodman, ‘Cognitive tutors: From the research classroom to all classrooms’, in Technology enhanced learning: opportunities for change, Mahwah, N.J.: Lawrence Erlbaum Associates, 2002, pp. 235–263.
[16]
N. Selwyn, ‘Chapter 7: Technology and Education Institutions’, in Education and technology: key issues and debates, Second edition., London: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2017.
[17]
S. Livingstone, ‘Critical reflections on the benefits of ICT in education’, Oxford Review of Education, vol. 38, no. 1, pp. 9–24, Feb. 2012, doi: 10.1080/03054985.2011.577938.
[18]
N. Friesen and S. Lowe, ‘The questionable promise of social media for education: connective learning and the commercial imperative’, Journal of Computer Assisted Learning, vol. 28, no. 3, pp. 183–194, Jun. 2012, doi: 10.1111/j.1365-2729.2011.00426.x.
[19]
S. Bayne and R. Land, ‘Learning from Cyberspace’, in Education in cyberspace, London: RoutledgeFalmer, 2005, pp. 117–129 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=bdc74f92-97ed-e811-80cd-005056af4099
[20]
‘The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation’ [Online]. Available: https://www.dur.ac.uk/education/staff/profile/?id=10741
[21]
Bacca, JorgeBaldiris, SilviaFabregat, RamonGraf, SabineKinshuk, ‘Augmented Reality Trends in Education: A Systematic Review of Research and Applications’, Journal of Educational Technology & Society, vol. 17, pp. 133–149, 2014 [Online]. Available: https://search.proquest.com/docview/1660156978?rfr_id=info%3Axri%2Fsid%3Aprimo
[22]
A. Karabulut-Ilgu, N. Jaramillo Cherrez, and C. T. Jahren, ‘A systematic review of research on the flipped learning method in engineering education’, British Journal of Educational Technology, vol. 49, no. 3, pp. 398–411, May 2018, doi: 10.1111/bjet.12548.
[23]
‘The Interactive Whiteboards, Pedagogy, and Pupil Performance: An Evaluation of the Schools Whiteboard Expansion Project (London Challenge)’. [Online]. Available: http://discovery.ucl.ac.uk/10000905/
[24]
M. Oliver, ‘The Problem with Affordance’, E-Learning and Digital Media, vol. 2, no. 4, pp. 402–413, Dec. 2005, doi: 10.2304/elea.2005.2.4.402.
[25]
K. A. Lawless, ‘Educational Technology: False prophet or sacrificial lamb. A review of policy, research and practice’, Policy Insights from the Behavioral and Brain Sciences, vol. 3, no. 2, pp. 169–176, Oct. 2016, doi: 10.1177/2372732216630328.
[26]
R. Cassen, S. McNally, and A. Vignoles, ‘Chapter 10: ICT in the classroom’, in Making a difference in education: what the evidence says, Abingdon: Routledge, 2015.
[27]
N. C. Burbules, ‘How We Use and Are Used by Social Media in Education’, Educational Theory, vol. 66, no. 4, pp. 551–565, Aug. 2016, doi: 10.1111/edth.12188.
[28]
D. Thomas and J. S. Brown, A new culture of learning: cultivating the imagination for a world of constant change. [United States]: [CreateSpace], 2011.
[29]
C. Crook, ‘The “digital native” in context: tensions associated with importing Web 2.0 practices into the school setting’, Oxford Review of Education, vol. 38, no. 1, pp. 63–80, Feb. 2012, doi: 10.1080/03054985.2011.577946.
[30]
H. Knoblauch, ‘Chapter 1: Introduction’, in PowerPoint, communication, and the knowledge society, First paperback edition., New York: Cambridge University Press, 2014 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3238594300004761&institutionId=4761&customerId=4760
[31]
N. Selwyn, ‘Chapter 2: Does technology inevitably change education?’, in Education and technology: key issues and debates, Second edition., London: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2017.
[32]
J. Wajcman, ‘Feminist theories of technology’, Cambridge Journal of Economics, vol. 34, no. 1, pp. 143–152, Jan. 2010, doi: 10.1093/cje/ben057.
[33]
D. Carr, ‘Constructing Disability in Online Worlds; Conceptualising Disability in Online Research’, in Reinventing Ourselves: Contemporary Concepts of Identity in Virtual Worlds, A. Peachey and M. Childs, Eds. London: Springer London, 2011, pp. 177–190 [Online]. Available: https://ebookcentral.proquest.com/lib/ucl/reader.action?docID=769977&ppg=186
[34]
Bayne, SiânJandrić, Petar, ‘From anthropocentric humanism to critical posthumanism in digital education’, Knowledge Cultures, vol. 5, pp. 197–216, 2017 [Online]. Available: https://search.proquest.com/docview/1936098906?rfr_id=info%3Axri%2Fsid%3Aprimo
[35]
S. J. Ball, The education debate, Third edition. Bristol, UK: Policy Press, 2017 [Online]. Available: http://jstor.org/stable/j.ctt1t893tk
[36]
W. E. Bijker, T. P. Hughes, T. J. Pinch, and D. G. Douglas, The social construction of technological systems: new directions in the sociology and history of technology, Anniversary. Cambridge, Mass: MIT Press, 2012 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3239170340004761&institutionId=4761&customerId=4760
[37]
C. A. Haythornthwaite, R. Andrews, J. Fransman, and E. M. Meyers, Eds., ‘The Ethics of Learning and Technology Research’, in The SAGE handbook of e-learning research, Second edition., London: SAGE Publications, 2016, pp. 211–231.
[38]
Z. Papacharissi, Affective publics: sentiment, technology, and politics. New York: Oxford University Press, 2014 [Online]. Available: http://dx.doi.org/10.1093/acprof:oso/9780199999736.001.0001
[39]
J. Dean, Blog theory: feedback and capture in the circuits of drive. Cambridge, UK: Polity Press, 2010.
[40]
D. Laurillard, ‘The educational problem that MOOCs could solve: professional development for teachers of disadvantaged students’, Research in Learning Technology, vol. 24, no. 1, Jan. 2016, doi: 10.3402/rlt.v24.29369.
[41]
S. M. Livingstone and J. Sefton-Green, The Class: Living and Learning in the Digital Age. New York: New York University Press, 2016 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3239246440004761&institutionId=4761&customerId=4760
[42]
A. E. A. Al Lily, ‘The social shaping of educational technologies in Saudi Arabia: An examination of how the social fabric shapes the construction and use of technologies’, Technology in Society, vol. 35, no. 3, pp. 203–222, Aug. 2013, doi: 10.1016/j.techsoc.2013.04.001.
[43]
M. Murphy, Ed., Social theory and education research: understanding Foucault, Habermas, Bourdieu and Derrida. London: Routledge, 2013 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3239167480004761&institutionId=4761&customerId=4760
[44]
N. Selwyn, ‘Chapter 3: A Short History of Educational Technology’, in Education and technology: key issues and debates, Second edition., London: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2017.
[45]
L. Cuban, ‘Chapter 3: Explaining teacher use of machines in classrooms’, in Teachers and machines: the classroom use of technology since 1920, New York: Teachers College, Columbia University, 1986 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=252af97d-9bed-e811-80cd-005056af4099
[46]
I. Rae and C. Neustaedter, ‘Robotic Telepresence at Scale’, in Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems - CHI ’17, 2017, pp. 313–324, doi: 10.1145/3025453.3025855 [Online]. Available: http://dl.acm.org/citation.cfm?doid=3025453.3025855
[47]
P. Redman and W. Maples, ‘Chapter 6: Thinking critically and formulating an argument.’, in Good essay writing: a social sciences guide, Fifth edition., Los Angeles: SAGE, 2017 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=c3706dfd-b518-e911-80cd-005056af4099
[48]
M. Henderson and G. Romeo, ‘Considering the history of digital technologies in education’, in Teaching and digital technologies: big issues and critical questions, Port Melbourne, VIC: Cambridge University Press, 2015 [Online]. Available: http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2830&context=sspapers
[49]
‘2018 NMC Horizon Report | EDUCAUSE’. [Online]. Available: https://library.educause.edu/resources/2018/8/2018-nmc-horizon-report
[50]
‘E-learning policy and the “transformation” of schooling: a UK case study’ [Online]. Available: http://www.eurodl.org/materials/contrib/2007/Adrian_Mee.htm
[51]
J. Sawday and N. Rhodes, The Renaissance computer: knowledge technology in the first age of print. London: Routledge, 2000 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3241761060004761&institutionId=4761&customerId=4760
[52]
J. W. Rettberg, Blogging. Cambridge: Polity, 2008.
[53]
T. Standage, The Victorian internet: the remarkable story of the telegraph and the nineteenth century’s online pioneers. London: Phoenix, 1999.
[54]
J. D. Bolter, Writing space: the computer, hypertext, and the history of writing. Hillsdale, N.J.: L. Erlbaum Associates, 1991 [Online]. Available: https://www.taylorfrancis.com/books/9781410600110
[55]
L. Cuban and P. Jandrić, ‘The dubious promise of educational technologies: Historical patterns and future challenges’, E-Learning and Digital Media, vol. 12, no. 3–4, pp. 425–439, Jun. 2015, doi: 10.1177/2042753015579978.
[56]
C. A. Haythornthwaite, R. Andrews, J. Fransman, and E. M. Meyers, Eds., ‘The future of e-learning’, in The SAGE handbook of e-learning research, Second edition., London: SAGE Publications, 2016, pp. 537–556.
[57]
K. Facer and R. Sandford, ‘The next 25 years?: future scenarios and future directions for education and technology’, Journal of Computer Assisted Learning, vol. 26, no. 1, pp. 74–93, Jan. 2010, doi: 10.1111/j.1365-2729.2009.00337.x.
[58]
N. Selwyn, ‘Chapter 4: Technology and Learning’, in Education and technology: key issues and debates, Second edition., London: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2017.
[59]
‘What is connected learning and how to research it’ [Online]. Available: http://access.portico.org/Portico/#!journalAUSimpleView/tab=PDF?cs=ISSN_19436068?ct=E-Journal%20Content?auId=ark:/27927/phx5dbcfmj2
[60]
J. P. Gee, ‘INTRODUCTION: 36 WAYS TO LEARN A VIDEO GAME’, in What video games have to teach us about learning and literacy, Rev. and Updated ed., Basingstoke: Palgrave Macmillan, 2007 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=6f58c19e-3013-e911-80cd-005056af4099
[61]
S. Papert, ‘Chapter 7: Logo’s roots: Piaget and AI’, in Mindstorms: children, computers, and powerful ideas, 2nd ed., New York: Basic Books, 1993 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=b36d4f4f-3113-e911-80cd-005056af4099
[62]
N. J. Rushby and D. W. Surry, The Wiley handbook of learning technology, vol. 1. Chichester, West Sussex: Wiley Blackwell, 2016 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3242450590004761&institutionId=4761&customerId=4760
[63]
M. Henderson and G. Romeo, Teaching and digital technologies: big issues and critical questions. Port Melbourne, VIC: Cambridge University Press, 2015.
[64]
C. A. Haythornthwaite, R. Andrews, J. Fransman, and E. M. Meyers, Eds., The SAGE handbook of e-learning research, Second edition. London: SAGE Publications, 2016.
[65]
L. M. Harasim, Learning theory and online technologies, Second edition. New York, NY: Routledge, 2017.
[66]
Collins, A and Halverson, R, Re-thinking education in the age of technology: The Digital Revolution and Schooling in America. Teachers College Press, 2009.
[67]
B. Ferster, Sage on the screen: education, media, and how we learn. Baltimore, Maryland: Johns Hopkins University Press, 2016.
[68]
O. Kivinen, T. Piiroinen, and L. Saikkonen, ‘Two viewpoints on the challenges of ICT in education: knowledge-building theory vs. a pragmatist conception of learning in social action’, Oxford Review of Education, vol. 42, no. 4, pp. 377–390, Jul. 2016, doi: 10.1080/03054985.2016.1194263.
[69]
Lave, J and Wenger, E, ‘Practice, person, social world’, in An introduction to Vygotsky, London: Routledge, 1996, pp. 143–150.
[70]
J. G. S. Goldie, ‘Connectivism: A knowledge learning theory for the digital age?’, Medical Teacher, vol. 38, no. 10, pp. 1064–1069, Oct. 2016, doi: 10.3109/0142159X.2016.1173661.
[71]
B. F. Skinner, ‘Chapter 3: Teaching machines’, in The technology of teaching, New York: Appleton-Century-Crofts, 1968.
[72]
M. McLuhan, J. Agel, and Q. Fiore, The medium is the massage: an inventory of effects. Corte Madera, Calif: Gingko Press, 2001.
[73]
L. M. Harasim, Learning theory and online technologies, Second edition. New York, NY: Routledge, 2017.
[74]
K. Langmia, Globalization and cyberculture: an Afrocentric perspective. Cham, Switzerland: Springer Nature, 2016.
[75]
D. Buckingham, Children talking television: the making of television literacy. London: Falmer, 1993.
[76]
N. Selwyn, S. Nemorin, S. Bulfin, and N. F. Johnson, Everyday schooling in the digital age: high school, high tech? Abingdon, Oxon: Routledge, 2018.
[77]
R. Barnett and Society for Research into Higher Education, The limits of competence: knowledge, higher education and society. Buckingham: Society for Research into Higher Education & Open University Press, 1994.
[78]
W. J. Ong and J. Hartley, Orality and literacy: the technologizing of the word, 30th anniversary ed.; 3rd ed. Abingdon: Routledge, 2012 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3242501530004761&institutionId=4761&customerId=4760
[79]
S. Ball, Foucault, power, and education. New York: Routledge, 2013.