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British Journal of Educational Technology

May 2019 Volume 50, Number 3


Carina Girvan; Sara Hennessy; Manolis Mavrikis; Sara Price; Niall Winters

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Table of Contents

Number of articles: 34

  1. Where is the “theory” within the field of educational technology research?

    Khe Foon Hew, Min Lan, Ying Tang, Chengyuan Jia & Chung Kwan Lo

    Critics often characterise the study of educational technology as under‐theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in‐depth... More

    pp. 956-971

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  2. Technology‐enhanced learning: Rethinking the term, the concept and its theoretical background

    Don Passey

    This theoretical paper is concerned with problematising the rethinking of theoretical backgrounds associated with one of the commonly used educational technology terms (fields)—technology‐enhanced ... More

    pp. 972-986

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  3. Social scholarship revisited: Changing scholarly practices in the age of social media

    Christine Greenhow, Benjamin Gleason & K. Bret Staudt Willet

    This conceptual exploration revisits a key question from earlier work (Greenhow & Gleason, 2014): What is scholarship reconsidered in the age of social media? Social scholarship is a framework that... More

    pp. 987-1004

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  4. A posthumanist critique of flexible online learning and its “anytime anyplace” claims

    Shandell Houlden & George Veletsianos

    Flexible approaches to online learning are gaining renewed interest in some part due to their capacity to address emergent opportunities and concerns facing higher education. Importantly, flexible ... More

    pp. 1005-1018

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  5. Ethics in educational technology research: Informing participants on data sharing risks

    Marc Beardsley, Patricia Santos, Davinia Hernández‐Leo & Konstantinos Michos

    Participants in educational technology research regularly share personal data which carries with it risks. Informing participants of these data sharing risks is often only done so through text... More

    pp. 1019-1034

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  6. Technology‐mediated learning theory

    Matt Bower

    Technology‐enhanced learning research, such as that relating to the use of online technologies in formal learning contexts, is sometimes criticised for being under‐theorised. This paper draws... More

    pp. 1035-1048

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  7. Integrating games as a means to develop e‐learning: Insights from a psychological perspective

    Melody M. Terras & Elizabeth A. Boyle

    Although the Education sector has pioneered the use of technology, the pace of technological change has outstripped the slower processes of theoretical development and critical reflection, so the... More

    pp. 1049-1059

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  8. The creation of digital artefacts as a mechanism to engage students in studying literature

    Geoff Walton, Mark Childs & Gordana Jugo

    The aim of the project was to motivate school students to learn about the national literature of their own and others’ countries. Engagement was fostered via the creation of digital artefacts (or “... More

    pp. 1060-1086

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  9. Educational technology research trends in Turkey from a critical perspective: An analysis of postgraduate theses

    Ayse Gul Kara Aydemir & Gulfidan Can

    The aim of this study is to explore the research trends in the context of postgraduate programmes in the field of Educational Technology (ET) in Turkey between 1996 and 2016, and to uncover the... More

    pp. 1087-1103

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  10. Connecting the dots: Theorizing and mapping learning entanglement through archaeology and design

    Lucila Carvalho & Pippa Yeoman

    Designing for digitally enhanced learning has increased in complexity. In response, this paper calls for a reconceptualization of technology—as the reconfiguring of space, place, materials, time... More

    pp. 1104-1117

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  11. Devices and desires: Competing visions of a good education in the digital age

    Angela E. McFarlane

    The long anticipated ubiquity of digital technologies is now established in the developed world. The manifestations and consequences are not entirely as predicted, perhaps nowhere more so than in... More

    pp. 1125-1136

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  12. Agentic neglect: Teachers as gatekeepers of England’s national computing curriculum

    Laura R. Larke

    The addition of computing to England’s National Curriculum was welcomed as a much‐needed modernization of the country’s digital skills curriculum, replacing a poorly regarded ICT program of study... More

    pp. 1137-1150

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  13. Understanding the roles of ICT enterprises in promoting the ICT industry ecosystem in education: Case studies from China

    Xuanxi Li, Fei Wang & Xiaoqing Gu

    This study aims to explore the roles of Chinese ICT enterprises in promoting the ICT industry ecosystem in education in China, and construct a structural model of a healthy ICT industry ecosystem... More

    pp. 1151-1172

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  14. How new technology is addressed by researchers in Educational Studies: Approaches from high‐performing universities in China and the UK

    Charles Crook & Xiaoqing Gu

    There is a crisis of expectation in relation to educational technology. This is sometimes interpreted as a failure of academic researchers to disseminate their work to educational practitioners.... More

    pp. 1173-1188

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  15. Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education

    Jo Tondeur, Ronny Scherer, Evrim Baran, Fazilat Siddiq, Teemu Valtonen & Erkko Sointu

    This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the... More

    pp. 1189-1209

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  16. How does principal e‐leadership affect ICT transformation across different school stages in K‐12 education: Perspectives from teachers in Shanghai

    Bian Wu, Xiaoxue Yu & Yiling Hu

    With the continuous deployment of ICT in K‐12 education, strong access but weak uptake has become the greatest challenge for ICT implementation in schools. As the pioneer of China’s K‐12... More

    pp. 1210-1225

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  17. School leaders’ practices for innovative use of digital technologies in schools

    Marcia Håkansson Lindqvist

    School leaders’ practices to support the innovative use of digital technologies for teaching and learning and the conditions for technology‐enhanced learning were studied in a 1:1 laptop initiative... More

    pp. 1226-1240

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  18. Exploring the roles of school leaders and teachers in a school‐wide adoption of flipped classroom: School dynamics and institutional cultures

    Yanyan Sun & Fei Gao

    While the development of digital technologies provides generous resources for educational practices, how the use of information and communication technology (ICT) supports instructional reforms in ... More

    pp. 1241-1259

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  19. By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities

    Michael Stevenson, Matt Bower, Garry Falloon, Anne Forbes & Maria Hatzigianni

    Makerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K... More

    pp. 1260-1274

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  20. Sustaining the adoption of gamified outdoor social enquiry learning in high schools through addressing teachers’ emerging concerns: A 3‐year study

    Morris Siu‐yung Jong

    Gamified Authentic Mobile Enquiry in Society (GAMES) is a GPS‐supported mobile application for gamifying social enquiry learning in outdoor environments. Teachers are always the “educational... More

    pp. 1275-1293

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