2,349
Views
30
CrossRef citations to date
0
Altmetric
Articles

Moving beyond the predictable failure of Ed-Tech initiatives

ORCID Icon, ORCID Icon & ORCID Icon
Pages 61-75 | Received 10 Oct 2018, Accepted 01 Sep 2019, Published online: 17 Sep 2019

References

  • Alter, A. 2017. Irresistible: The Rise of Addictive Technology and the Business of Keeping. New York: Penguin Press.
  • Álvarez, P. 2017. “Richard Gerver: Hay demasiadas modas pasajeras en la educación.” [Richard Gerver: There are too many fashions in education]. El País, October 4. https://elpais.com/politica/2017/10/02/actualidad/1506943955_129970.html.
  • Álvarez, A., A. Martínez, and R. Méndez. 1993. Tecnología en Acción [Technology in Action]. Barcelona: Rap.
  • Andersson, A., M. Hatakka, A. Grönlund, and M. Wiklund. 2014. “Reclaiming the Students–Coping with Social Media in 1: 1 Schools.” Learning, Media and Technology 39 (1): 37–52. doi:10.1080/17439884.2012.756518.
  • Area, M. 2011. “The Effects of the 1: 1 Model on Educational Change in Schools: Evidence and Challenges for Ibero-American Policies.” [ Los efectos del modelo 1:1 en el cambio educativo en las escuelas: evidencias y desafíos para las políticas iberoamericanas]. Revista Ibero-Americana de Educação 56: 49–74.
  • Area, M., C. Alonso, J. M. Correa, M. del Moral, J. de Pablos, J. Paredes, J. Peirats, A. Sanabria, A. San Martín, and J. Valverde. 2014. “ICT Education Policies in Spain After the Escuela 2.0 Program: Emerging Trends.” [ Las políticas educativas TIC en España después del Programa Escuela 2.0: las tendencias que emergen] Revista Latinoamericana de Tecnología Educativa – RELATEC 13 (2): 11–33.
  • Badia, A., G. Bautista, T. Guasch, A. Sangrà, and C. Sigalés. 2004. La Integración Escolar de las TIC: el Proyecto Ponte dos Brozos [ The school integration of ICT: the Ponte dos Brozos Project]. Barcelona: FUOC. http://www.uoc.edu/dt/esp/badia0904.pdf.
  • Balanskat, A., D. Bannister, B. Hertz, E. Sigillò, and R. Vuorikari. 2013. Overview and Analysis of 1:1 Learning Initiatives in Europe. JRC Scientific and Policy Report. Luxembourg: Publications Office of the European Union.
  • Beck, U., A. Giddens, and S. Lash. 1994. Reflexive Modernization. Politics, Tradition and Aesthetics in the Modern Social Order. Stanford, CA: Stanford University Press.
  • Bertrán, M., and J. M. Sancho. 1985. “The Computerization of Professional Education in Catalonia: an Integrated Model” [ La informatització de l'ensenyament professional a Catalunya: un model integrat]. Novatica 10 (61): 4–32.
  • Bosco, A., J. A. Sánchez-Valero, and J. M. Sancho-Gil. 2016. “Teaching Practice and ICT in Catalonia: Consequences of Educational Policies.” KEDI Journal of Educational Policy 13 (2): 201–220. http://eng.kedi.re.kr/khome/eng/kjep/pubList.do#.
  • Castañeda, L., and N. Selwyn. 2018. “More Than Tools? Making Sense of the Ongoing Digitizations of Higher Education.” International Journal of Educational Technology in Higher Education 15: 22. doi:10.1186/s41239-018-0109-y.
  • Castells, M. 1996. The Information age: Economy, Society and Culture: The Rise of the Network Society Vol. 1. Malden, MA: Blackwell Publishers.
  • Cobo, C. 2016. La Innovación Pendiente. Reflexiones (y Provocaciones) Sobre Educación, Tecnología y Conocimiento. [The Pending Innovation. Reflections (and Provocations) on Education, Technology and Knowledge]. Montevideo: Penguin Randon House.
  • Cobo, C., and P. Rivera-Vargas. 2018. Enhancing Social Inclusion Through Innovative Mobile Learning in Uruguay: Case Study by the UNESCO-Fazheng Project on Best Practices in Mobile Learning. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000366324.
  • Cristia, J., P. Ibarrarán, S. Cueto, A. Santiago, and E. Severín. 2012. Technology and Child Development: Evidence From the one Laptop per Child Program. Washington: IDB.
  • Cuban, L. 1986. Teachers and Machines: The Classroom use of Technology Since 1920. London: Teachers College Press.
  • Cuban, L. 2001. Oversold and Underused: Computers in the Classroom. Cambridge, MA: Harvard University Press.
  • Cummings, S., B. Regeer, L. de Haan, M. Zweekhorst, and J. Bunders. 2018. “Critical Discourse Analysis of Perspectives on Knowledge and the Knowledge Society Within the Sustainable Development Goals.” Development Policy Review 36: 727–742. doi:10.1111/dpr.12296.
  • Domingo-Coscollola, M., J. Arrazola-Carballo, and J.M. Sancho-Gil. 2016. Do It Yourself in Education: Leadership for Learning Across Physical and Virtual Borders. International Journal of Educational Leadership and Management 4 (1): 5–29. doi:10.17583/ijelm.2016.1842.
  • Domingo-Coscollola, M., J. Onsès-Segarra, and J. M. Sancho-Gil. 2018. “La Cultura DIY en Educación Primaria. Aprendizaje Transdisciplinar, Colaborativo y Compartido en un Hub” [ DIY culture in primary education. Transdisciplinary, collaborative and shared learning in a Hub] Revista de Investigación Educativa, 36 (2): 491–508. doi:10.6018/rie.36.2.304421.
  • Domingo, M., J. A. Sánchez, and J. M. Sancho. 2014. “Researching on and with Young People: Collaborating and Educating.” Comunicar 21 (21): 157–164. doi:10.3916/C42-2014-15.
  • Enrique, J., F. Miao, and A. Domiter. 2018. Mobile Learning as a Long-Term Institutional Innovation Strategy in Spain: Case Study by the UNESCO-Fazheng Project on Best Practices in Mobile Learning. París: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000366323.
  • Erstad, O. 2012. “The Learning Lives of Digital Youth—Beyond the Formal and Informal.” Oxford Review of Education 38 (1): 25–43. doi:10.1080/03054985.2011.577940.
  • Eynon, R., and A. Geniets. 2016. “The Digital Skills Paradox: how do Digitally Excluded Youth Develop Skills to use the Internet?” Learning, Media and Technology 41 (3): 463–479. doi:10.1080/17439884.2014.1002845.
  • Feenberg, A. 1991. The Critical Theory of Technology. New York: Oxford University Press.
  • Fogg, B. J. 2003. Persuasive Technology: Using Computers to Change What We Think and Do. Amsterdam: Morgan Kaufmann Publishers.
  • Foucault, M. 1980. Power/Knowledge: Selected Interviews and Other Writings, 1972–1977. New York: Pantheon Books. (edited by C. Gordon).
  • Fullan, M., J. Quinn, and J. McEachen. 2017. Deep Learning: Engage the World Change the World. Thousand Oaks, CA: Corwin Press.
  • Gates, B., N. Myhrvold, and P. Rinearson. 1996. The Road Ahead. New York: Penguin Books.
  • Hargreaves, V., A. Lieberman, M. Fullan, and D. Hopkins, eds. 2010. Second International Handbook of Educational Change. Berlin: Springer International.
  • Heidegger, M. 1977. The Question Concerning Technology. New York: Harper Brooks.
  • Hernández-Hernández, F., and J. M. Sancho-Gil. 2015. “A Learning Process Within an Education Research Group: an Approach to Learning Qualitative Research Methods.” International Journal of Social Research Methodology 18 (6): 651–667. doi:10.1080/13645579.2015.1049468.
  • Hernández-Hernández, F., and J. M. Sancho-Gil. 2017. “Using Meta-Ethnographic Analysis to Understand and Represent Youth’s Notions and Experiences of Learning in and out Osecondary School.” Ethnography and Education 12 (2): 178–193. doi: 10.1080/17457823.2016.1180542
  • James, J. 2010. “New Technology in Developing Countries: A Critique of the one-Laptop-per-Child Program.” Social Science Computer Review 28 (3): 381–390. doi: 10.1177/0894439309346398
  • Järvelä, S. 2006. “Personalised Learning? New Insights Into Fostering Learning Capacity.” In Personalising Education, edited by OECD-CERI, 31–46. Paris: OECD.
  • Jones, I., and C. Day. 2009. Harnessing Technology: New Modes of Technology-Enhanced Learning: Action Research. London: BECTA. http://dera.ioe.ac.uk/1533/.
  • Kleinschmidt, K. 2016. “ICT, Keys for Refugees.” [ Las TIC, claves para los refugiados]. Afkar Ideas: Revista Trimestral Para el Diálogo Entre el Magreb, España y Europa 51: 58–60.
  • Lamb, A. C. 1992. “Multimedia and the Teaching-Learning Process in Higher Education.” New Directions for Teaching and Learning 51: 33–42. doi: 10.1002/tl.37219925105
  • Lemoine, P. A., P. T. Hackett, and M. D. Richardson. 2017. “Global Higher Education and VUCA–Volatility, Uncertainty, Complexity, Ambiguity.” In Handbook of Research on Administration, Policy, and Leadership in Higher Education, edited by S. Mukerij and P. Tripathi, 548–568. Hershey, PA: IGI Global.
  • Livingstone, S. 2017. “The Class: Living and Learnig in the Digital Age.” In Present Scenarios of Media Production and Engagement, edited by S. Tosoni, N. Carpentier, M. F. Murru, R. Kilborn, L. Kramp, R. Kunelius, A. McNicholas, T. Olsson, and P. Pruulmann-Vengerfeldt, 55–65. Bremen: Lumière.
  • Livingstone, S., and J. Sefton-Green. 2016. The Class: Living and Learning in the Digital age. New York: New York University Press.
  • Mecklenburgers, J. A. 1990. “Educational Technology is not Enough.” Phi Delta Kappan 72 (2): 104–108.
  • Menashy, F., and Z. Zakharia. 2017. Investing in the Crisis: Private Participation in the Education of Syrian Refugees. Brussels: Education International.
  • Miño-Puigcercós, R., M. Domingo-Coscollola, and J. M. Sancho-Gil. 2019. “Transforming the Teaching and Learning Culture in Higher Education From a DIY Perspective.” Educación XX1 22 (1): 139–160.
  • Miño, R., and J. M. Sancho. 2015. “Learning by Using Digital Media in and out of School. Seminar.net.” International Journal of Media, Technology and Lifelong Learning 11 (1): 1–17. https://journals.hioa.no/index.php/seminar/article/view/2360.
  • Mora, T., J. O. Escardíbul, and G. Di Pietro. 2018. “Computers and Students’ Achievement: An Analysis of the One Laptop per Child Program in Catalonia.” International Journal of Educational Research 92: 145–157. doi:10.1016/j.ijer.2018.09.013.
  • Mumford, L. 1938. Technics and Civilization. New York: Harcourt, Brace and Company.
  • OECD. 2013. Innovative Learning Environments. Educational Research and Innovation. Paris: OECD Publishing.
  • Ornellas, A., and J. M. Sancho. 2015. “Three Decades of Digital ICT in Education: Deconstructing Myths and Highlighting Realities.” In Myths in Education, Learning and Teaching. Policies, Practices and Principles, edited by M. K. Harmes, H. Henk, and P. A. Danaher, 135–150. London: Palgrave Macmillan.
  • Papert, S. 1979. Computers and Learning. The Computer Age: A Twenty-Year View. Cambridge, MA: MIT.
  • Rittel, H. W. J., and M. M. Webber. 1984. “Planning Problems are Wicked Problems. Developments.” In Design Methodology, edited by N. Gross, 135–144. London: John Wiley and Sons.
  • Saettler, P. 1990. The Evolution of American Educational Technology. Englewood, CO: Libraries Unlimited.
  • Sancho-Gil, J. M. 2018. “Innovation and Teaching. From the “Fashion” of Innovating to the Transformation of Teaching Practice” [ Innovación y enseñanza. De la “moda” de innovar a la transformación de la práctica docente]. Educação 41 (1): 12–20. doi:10.15448/1981-2582.2018.1.29523.
  • Sancho-Gil, J. M., and P. Rivera-Vargas. 2016. “The Socio-Economic Evaluation of a European Project: The Diylab Case.” Informatics 3 (13): 1–17. doi:10.3390/informatics3030013.
  • Sancho, J. M., and C. Alonso, eds. 2012. La Fugacidad de las Políticas, la Inercia de las Prácticas. La Educación y las Tecnologías de la Información y la Comunicación [The Transience of the Policies, the Inertia of the Practices. Education and Information and Communication Technologies]. Barcelona: Octaedro.
  • Sancho Gil, J. M. 1995. “Is the Medium the Message or is the Message the Medium? The Case of Information and Communication Technologies” [ ¿El medio es el mensaje o el mensaje es el medio? El caso de las tecnologías de la información y la comunicación]. Píxel-Bit. Revista de Medios y Educación 4: 51–67.
  • Sancho Gil, J. M., and P. Padilla Petry. 2016. “Promoting Digital Competence in Secondary Education: Are Schools There? Insights From a Case Study.” Journal of New Approaches in Educational Research 6 (1): 57–63. doi:10.7821/naer.2016.1.157.
  • Selwyn, N. 2010. “Looking Beyond Learning: Notes Towards the Critical Study of Educational Technology.” Journal of Computer Assisted Learning 26 (1): 65–73. doi:10.1111/j.1365-2729.2009.00338.x.
  • Selwyn, N. 2011. “The Place of Technology in the Conservative-Liberal Democrat Education Agenda: an Ambition of Absence?” Educational Review 63 (4): 395–408. doi:10.1080/00131911.2011.590181.
  • Selwyn, N. 2012. “Ten Suggestions for Improving Academic Research in Education and Technology.” Learning, Media and Technology 37 (3): 213–219. doi:10.1080/17439884.2012.680213.
  • Selwyn, N. 2016. Is Technology Good for Education? London: John Wiley & Sons.
  • Selwyn, N. 2019. Whats is Digital Sociology? Cambridge, UK: Polity Press.
  • Selwyn, N., and K. Facer. 2007. Beyond the Digital Divide: Rethinking Digital Inclusion for the 21st Century. Bristol: Futurelab. https://www.nfer.ac.uk/beyond-the-digital-divide-rethinking-digital-inclusion-for-the-21st-century.
  • Selwyn, N., and K. Facer, eds. 2013. The Politics of Education and Technology: Conflicts, Controversies, and Connections. London: Springer.
  • Sepyanda, M. 2018. “Using Google Classroom as an Effective way to Collect Students’assignments.” Jurnal Akrab Juara 3 (1): 142–149.
  • Skinner, B. F. 1968. The Technology of Teaching. New York: Appleton-Century-Crofts.
  • Sunkel, G., and D. Trucco. 2012. Las Tecnologías Digitales Frente a los Desafíos de una Educación Inclusiva en América Latina. Algunos Casos de Buenas Prácticas [Digital Technologies Facing the Challenges of Inclusive Education in Latin America. Some Cases of Good Practices]. Santiago: CEPAL.
  • Toto, G. 2018. “From Educational Contexts to Addictions: The Role of Technology in Teaching Methodologies and in Prevention as an Educational Function.” Journal of e-Learning and Knowledge 14 (2): 203–212.
  • Twenge, J. M. 2017. IGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy–and Completely Unprepared for Adulthood–and What That Means for the Rest of Us. New York: Simon and Schuster.
  • UNESCO. 2005. Towards Knowledge Societies. Paris: UNESCO. http://unesdoc.unesco.org/images/0014/001418/141843e.pdf.
  • UNESCO. 2011. Transforming Education: The Power of ICT Policies. Paris: UNESCO. http://unesdoc.unesco.org/images/0018/001892/189216e.pdf.
  • Warschauer, M., and M. Ames. 2010. “Can One Laptop per Child Save the World's Poor?” Journal of International Affairs 64 (1): 33–51.
  • Weiser, M. 1991. “The Computer for the 21st Century.” Scientific American 265 (3): 94–104. doi: 10.1038/scientificamerican0991-94
  • World Bank Group. 2016. Poverty and Shared Prosperity 2016. Taking on Inequality. Washington, DC: World Bank Group.
  • Zakharia, Z., and F. Menashy. 2018. Private Sector Engagement in Refugee Education. Forced Migration Review 57: 40–41.
  • Zheng, B., M. Warschauer, C. Lin, and C. Chang. 2016. “Learning in one-to-one Laptop Environments: A Meta-Analysis and Research Synthesis.” Review of Educational Research 86 (4): 1052–1084. doi:10.3102/0034654316628645.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.