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Henry Powell & Christian Beighton. (2023) Three policy problems: biocreep and the extension of biopolitical administration. Journal of Education Policy 38:6, pages 911-925.
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Kenneth Horvath & Mario Steinberg. (2023) Social classification and the changing boundaries of learning. A neopragmatic perspective on social sorting in digital education. Learning, Media and Technology 48:4, pages 566-580.
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Cornelia Connolly, Orlaith Hernon, Peter Carr, Hemendra Worlikar, Ian McCabe, Jennifer Doran, Jane C. Walsh, Andrew J. Simpkin & Derek T. O’Keeffe. (2023) Artificial Intelligence in Interprofessional Healthcare Practice Education – Insights from the Home Health Project, an Exemplar for Change. Computers in the Schools 40:4, pages 412-429.
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Teresa Swist, Thilakshi Mallawa Arachchi, Jenna Condie & Benjamin Hanckel. (2023) Socio-technically just pedagogies: a framework for curriculum-making in higher education. Learning, Media and Technology 0:0, pages 1-14.
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Ingrid Forsler & Carina Guyard. (2023) Screens, teens and their brains. Discourses about digital media, learning and cognitive development in popular science neuroeducation. Learning, Media and Technology 0:0, pages 1-14.
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Signe Sophus Lai, Victoria Andelsman & Sofie Flensburg. (2023) Datafied school life: the hidden commodification of digital learning. Learning, Media and Technology 0:0, pages 1-17.
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Neil Selwyn. (2023) Digital degrowth: toward radically sustainable education technology. Learning, Media and Technology 0:0, pages 1-14.
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Francesca Peruzzo & Julie Allan. (2022) Rethinking inclusive (digital) education: lessons from the pandemic to reconceptualise inclusion through convivial technologies. Learning, Media and Technology 0:0, pages 1-15.
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Deborah Lupton. (2022) ‘Next generation PE’? A sociomaterial approach to digitised health and physical education. Sport, Education and Society 27:5, pages 516-528.
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Beatrix Fűzi, Zsuzsanna Géring & Eszter Szendrei-Pál. (2022) Changing expectations related to digitalisation and socialisation in higher education. Horizon scanning of pre- and post-COVID-19 discourses. Educational Review 74:3, pages 484-516.
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Irina Zakharova & Juliane Jarke. (2022) Educational technologies as matters of care. Learning, Media and Technology 47:1, pages 95-108.
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Keith Johnston & Oliver McGarr. (2022) Digital education futures in Irish educational policy: tempering commercial influence through an exploration of emerging ethical, environmental and educational realities. Irish Educational Studies 41:1, pages 135-149.
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Cornelia Connolly, Jane C. Walsh, Hemendra Worlikar, Leona Ryan, Aoife Murray, Sadhbh O’Connor, Jack Kelly, Sean Coleman, Vijay Vyas Vadhira, Elaine Newell & Derek T. O‘Keeffe. (2022) Exploring new frontiers of education using humanoid robots – a case study of patient centred innovation in digital health education. Irish Educational Studies 41:1, pages 107-115.
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Deborah Lupton. (2021) ‘Honestly no, I’ve never looked at it’: teachers’ understandings and practices related to students’ personal data in digitised health and physical education. Learning, Media and Technology 46:3, pages 281-293.
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Janja Komljenovic. (2021) The rise of education rentiers: digital platforms, digital data and rents. Learning, Media and Technology 46:3, pages 320-332.
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Chandell Gosse, George Veletsianos, Jaigris Hodson, Shandell Houlden, Tonia A. Dousay, Patrick R. Lowenthal & Nathan Hall. (2021) The hidden costs of connectivity: nature and effects of scholars’ online harassment. Learning, Media and Technology 46:3, pages 264-280.
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Tabitha Stickel, Esther Prins & Anna Kaiper-Marquez. (2021) ‘The video is an upgrade from them all’: how incarcerated fathers view the affordances of video in a family literacy programme. Learning, Media and Technology 46:2, pages 174-189.
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Adam Matthews. (2021) Sociotechnical imaginaries in the present and future university: a corpus-assisted discourse analysis of UK higher education texts. Learning, Media and Technology 46:2, pages 204-217.
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Malin Ideland. (2021) Google and the end of the teacher? How a figuration of the teacher is produced through an ed-tech discourse. Learning, Media and Technology 46:1, pages 33-46.
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Emiliano Grimaldi & Stephen J. Ball. (2021) Paradoxes of freedom. An archaeological analysis of educational online platform interfaces. Critical Studies in Education 62:1, pages 114-129.
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Ben Williamson, Rebecca Eynon & John Potter. (2020) Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology 45:2, pages 107-114.
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