T Philip Nichols
Dados Biográficos
| ID | 1702189 |
|---|---|
| NOME | T Philip Nichols |
| PRENOMES | T Philip |
| SOBRENOME | Nichols |
| ASSINATURA | NICHOLS T P |
| AFILIAÇÕES | Baylor University |
| ORCID | 0000-0002-8648-1276 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAÇÕES | 32 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Designing for reciprocity
Early accounts of educational platforms celebrated their potential to revolutionize professional learning through ‘participatory culture,’ enabling teachers to share resources, gain knowledge from peers, and build professional identities. However, research on platformization has shown how platforms’ technical architectures and commercial interests often, in practice, narrow instructional expertise and convert peer networks into markets. This arti…
Parametrizing ‘the digital’
This conceptual article provides an outline of Manuel DeLanda’s concept of ‘parametrization' and its methodological possibilities for inquiry into emerging platform ecologies in education. Traditionally, education research has treated ‘the digital' as separate from the analog. However, transdisciplinary literature has shown how connective technologies blur these distinctions, expanding the scope of education research to include the interplay of s…
Generative AI and the (Re)turn to Luddism
This article examines the historical and contemporary mobilizations of ‘Luddism’ as a mode of resistance to technological inevitability, particularly in response to the integration of generative AI into education. Tracing three historical ‘waves’ of Luddism – the original nineteenth century machine-breakers, the Neo-Luddites of the late twentieth century, and the present day critics of digital automation – it explores how the term has been mobili…
Teach like a Luddite
In this article, Charles Logan, T. Philip Nichols, and Antero Garcia argue for resisting the uncritical adoption of “inevitable” automating technologies — such as AI — in schools. To theorize what forms this resistance might take, they turn to perhaps an unusual source: the Luddites. The 19th century textile workers were not anti-technology; they fought technologies used to de-professionalize and disempower them. Learning from the Luddites, they …
Postdigital Videogames Literacies
This article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy . Gee’s book, a foundational text for those working in game studies, literacy studies, and education, identified 36 principles of ‘good learning’ which he argued were built into the design of good games, and which have since been used to unsettle the landscape of formal education. This article brings togeth…
Googlization(s) of education
The ‘googlization’ of education is emblematic of the growing power of private tech companies in schools across the globe, challenging education as a public good. While critical scholarship has started unpacking the ideological, pedagogical and economical logics underpinning Google’s digital infrastructure in schools, we have little insight into how googlization unfolds in education systems across the world. This article addresses this by examinin…
Speculative Capture
This conceptual article examines the role of speculation in driving responses to generative AI platforms in literacy education and the implications for research, pedagogy, and practice. Our focus on “speculation” encompasses two meanings of the term – each of which has inspired lively lines of inquiry in literacy studies and transdisciplinary research on artificial intelligence, respectively. In the first sense, literacy scholars have recognized …
Book Choice and the Affective Economy of Literacy
This article examines the familiar imperative for educators to cultivate affective attachments between students and reading—to foster love or ward off hate, for books. It considers the interplay of this affective economy with other “economies” of reading long theorized in literacy studies: the moral economy, promoting dominant social norms; and the political economy, prioritizing workers skilled to meet the needs of the state. We examine the rela…
The Platformization of Writing Instruction
This chapter provides a systematic review of research published between 2006 and 2022 on the use of artificial intelligence (AI) platforms in writing instruction. We theorize writing and platforms as complex ecologies, investigating the interplay of their relations and implications for educational equity. Our findings suggested three functional categories of AI platforms in writing instruction (assistive, assessment, and authentication) and a foc…
Talking the technology talk
The school lives of students and educators have long been affected by technological changes, but the advent of digital technologies, from smartphones to social media, have amplified the effects on their daily lives. Unfortunately, school curricula rarely focus on critically examining our relationships with technologies. Daniel G. Krutka, Jacob Pleasants, and T. Philip Nichols offer a framework called the technology education iceberg to help educa…
What Relationships Do We Want with Technology? Toward Technoskepticism in Schools
In this essay, Jacob Pleasants, Dani el G. Krutka, and T. Philip Nichols outline a vision for how technology education can and ought to occur through the core subject areas of science, social studies, and English language arts. In their argument for the development of a technoskeptical stance for thinking critically and making informed decisions about technology, they discuss past and current efforts to address both the teaching and use of techno…
Opposing Innovations
This article uses oral history, archival material, and published primary sources to examine the competing conceptions of “innovation” at work in the creation and operation of the West Philadelphia Community Free School (WPCFS) from 1969 to 1978. One of the longest-running initiatives in the School District of Philadelphia's experimental Office of Innovative Programs, the WPCFS stood at the crossroads of conflicting imperatives for “innovation.” T…
"Media education and the limits of "literacy
Recently, talk of "fake news" - and its relation to wider epistemic crises, from climate denialism to the creep of global ethnonationalism - has renewed attention to media literacy in education. For some, revived discussions of media literacy offer protection (e.g., strategies for identifying and critiquing media bias and misinformation). For others, they offer empowerment (e.g. equipping youth to produce media messages that challenge misinformat…
De-escalating ‘dataveillance’ in schools
T. Philip Nichols and Alexander Monea explore the spread of data-driven surveillance (i.e., dataveillance) technologies in schools, which are increasingly used as a strategy for mitigating safety risks. They argue that the sense of security schools derive from these technologies often comes at the cost of students’ actual well-being and privacy. Drawing on research with teachers and administrators, they highlight several ethical challenges datave…
Platform Studies in Education
In this introductory essay in the “Platform Studies in Education” symposium, T. Philip Nichols and Antero Garcia consider the expanding role of platform technologies in teaching, learning, and administration and the contributions of education research to the emerging multidisciplinary literature of platform studies. Their essay outlines theoretical lineages that identify platforms not as standalone tools but as multisided markets linking their us…
Datafication Meets Platformization
In this contribution to the Platform Studies in Education symposium, Luci Pangrazio, Amy Stornaiuolo, T. Philip Nichols, Antero Garcia, and Thomas M. Philip explore how digital platforms can be used to build knowledge and understanding of datafication processes among teachers and students. The essay responds to the turn toward data-driven teaching and learning in education and argues that digital data is not only generated through national, state…
Digital platforms aren’t mere tools —they’re complex environments
Antero Garcia and T. Philip Nichols explore how classrooms and schools must reframe their conceptions of technology from a focus on tools that serve specific purposes to a focus on platforms and their ecologies. In doing so, they argue, educational stakeholders should attend to three different dimensions of how technology is integrated in schools: the social uses of digital technologies, the design decisions that were made about these products, a…
Writing Machines
Discussions about literacy assessment can often be polarizing for teachers, school administrators, and other stakeholders. Given the diverse and often charged perspectives on assessment within both the profession and the broader public discourse, it can be difficult to engage in productive dialogue about the role that literacy assessment plays in promoting or inhibiting effective models of literacy education. This department provides perspectives…
School sites and the haunting of history
In field-based research, masking practices, as well as the general practice of relegating historical context to abstracted ‘site descriptions’ in a paper’s methodology section, can produce a tacit inattention to historical specificity. By juxtaposing two case studies of schools, this article examines the ways school sites are haunted by histories—that is, how the past is revived and revised in the present, and in turn what this means for field-ba…
Media education and the limits of “literacy”
Recently, talk of “fake news” – and its relation to wider epistemic crises, from climate denialism to the creep of global ethno-nationalism – has renewed attention to media literacy in education. For some, revived discussions of media literacy offer protection (e.g., strategies for identifying and critiquing media bias and misinformation). For others, they offer empowerment (e.g., equipping youth to produce media messages that challenge misinform…
Smart Power” in Standards Implementation after No Child Left Behind
Purpose: As the federal government has retreated from taking a dominant role in encouraging implementation of common K–12 standards, states and districts have moved to fill this education policy vacuum. This study aims to understand how state and district leaders are navigating this new policy environment. Research Methods/Approach: Drawing upon 47 interviews with state and district administrators conducted in 2016 and 2017, we used deductive cod…
Feeling Worlds
The authors examined how the spaces and structures of literacy classrooms were organized, inhabited, and felt by teachers and students in a new project‐based high school. The authors attended specifically to the political valence of these feelings: how educators characterized certain spatial arrangements (modular furniture and flexible seating) and curricular structures (asynchronous learning) as feeling democratic, in contrast to an authoritaria…
School makerspaces
Recently, makerspaces have captured the imaginations of educators as resources for transforming school-based learning. Aligning informal making practices with the formal aims of the school curriculum, however, can present challenges. In this article, Philip Nichols and Kurt Salisbury show how educators in two very different contexts — a suburban middle school math class and an urban secondary humanities class — empowered student learning by integ…
Rethinking Availability in Multimodal Composing
Multimodal composing using digital media has long emphasized forms of meaning making that extend beyond printed text to include a wider range of available semiotic resources. However, recent research has complicated this notion by highlighting how this availability does not follow inevitably from digital tools but arises from the interplay of their often invisible infrastructures (e.g., hardware, interfaces, algorithms, code). Using data from a t…
Innovation from Below
Preview this article: Innovation from Below: Infrastructure, Design, and Equity in Literacy Classroom Makerspaces, Page 1 of 1 /docserver/preview/fulltext/rte/55/1/researchintheteachingofenglish30901-1.gif
Successes and Challenges of the “New” College- and Career-Ready Standards
This study identifies seven major trends in how states and districts are implementing college- and career-ready standards for general education students and for two special populations often the target of education policy—English language learners (ELLs) and students with disabilities (SWDs). We draw on state-representative teacher, principal, and district surveys in three states—Kentucky, Ohio, and Texas—and case studies in nine districts. We gr…
Media education and the limits of “literacy”
Recently, talk of “fake news” – and its relation to wider epistemic crises, from climate denialism to the creep of global ethno-nationalism – has renewed attention to media literacy in education. For some, revived discussions of media literacy offer protection (e.g., strategies for identifying and critiquing media bias and misinformation). For others, they offer empowerment (e.g., equipping youth to produce media messages that challenge misinform…
Speculative Capture
This conceptual article examines the role of speculation in driving responses to generative AI platforms in literacy education and the implications for research, pedagogy, and practice. Our focus on “speculation” encompasses two meanings of the term – each of which has inspired lively lines of inquiry in literacy studies and transdisciplinary research on artificial intelligence, respectively. In the first sense, literacy scholars have recognized …
Feeling Worlds
The authors examined how the spaces and structures of literacy classrooms were organized, inhabited, and felt by teachers and students in a new project‐based high school. The authors attended specifically to the political valence of these feelings: how educators characterized certain spatial arrangements (modular furniture and flexible seating) and curricular structures (asynchronous learning) as feeling democratic, in contrast to an authoritaria…
"Media education and the limits of "literacy
Recently, talk of "fake news" - and its relation to wider epistemic crises, from climate denialism to the creep of global ethnonationalism - has renewed attention to media literacy in education. For some, revived discussions of media literacy offer protection (e.g., strategies for identifying and critiquing media bias and misinformation). For others, they offer empowerment (e.g. equipping youth to produce media messages that challenge misinformat…
School sites and the haunting of history
In field-based research, masking practices, as well as the general practice of relegating historical context to abstracted ‘site descriptions’ in a paper’s methodology section, can produce a tacit inattention to historical specificity. By juxtaposing two case studies of schools, this article examines the ways school sites are haunted by histories—that is, how the past is revived and revised in the present, and in turn what this means for field-ba…
Smart Power” in Standards Implementation after No Child Left Behind
Purpose: As the federal government has retreated from taking a dominant role in encouraging implementation of common K–12 standards, states and districts have moved to fill this education policy vacuum. This study aims to understand how state and district leaders are navigating this new policy environment. Research Methods/Approach: Drawing upon 47 interviews with state and district administrators conducted in 2016 and 2017, we used deductive cod…
Dueling Land Ethics
Dueling Land Ethics
Assembling “Digital Literacies”
In this article, we examine the historical emergence of the concept of “digital literacy” in education to consider how key insights from its past might be of use in addressing the ethical and political challenges now being raised by connective media and mobile technologies. While contemporary uses of digital literacy are broadly associated with access, evaluation, curation, and production of information in digital environments, we trace the conce…
Successes and Challenges of the “New” College- and Career-Ready Standards
This study identifies seven major trends in how states and districts are implementing college- and career-ready standards for general education students and for two special populations often the target of education policy—English language learners (ELLs) and students with disabilities (SWDs). We draw on state-representative teacher, principal, and district surveys in three states—Kentucky, Ohio, and Texas—and case studies in nine districts. We gr…
School makerspaces
Recently, makerspaces have captured the imaginations of educators as resources for transforming school-based learning. Aligning informal making practices with the formal aims of the school curriculum, however, can present challenges. In this article, Philip Nichols and Kurt Salisbury show how educators in two very different contexts — a suburban middle school math class and an urban secondary humanities class — empowered student learning by integ…
Rethinking Availability in Multimodal Composing
Multimodal composing using digital media has long emphasized forms of meaning making that extend beyond printed text to include a wider range of available semiotic resources. However, recent research has complicated this notion by highlighting how this availability does not follow inevitably from digital tools but arises from the interplay of their often invisible infrastructures (e.g., hardware, interfaces, algorithms, code). Using data from a t…
Innovation from Below
Preview this article: Innovation from Below: Infrastructure, Design, and Equity in Literacy Classroom Makerspaces, Page 1 of 1 /docserver/preview/fulltext/rte/55/1/researchintheteachingofenglish30901-1.gif
Digital platforms aren’t mere tools —they’re complex environments
Antero Garcia and T. Philip Nichols explore how classrooms and schools must reframe their conceptions of technology from a focus on tools that serve specific purposes to a focus on platforms and their ecologies. In doing so, they argue, educational stakeholders should attend to three different dimensions of how technology is integrated in schools: the social uses of digital technologies, the design decisions that were made about these products, a…
Writing Machines
Discussions about literacy assessment can often be polarizing for teachers, school administrators, and other stakeholders. Given the diverse and often charged perspectives on assessment within both the profession and the broader public discourse, it can be difficult to engage in productive dialogue about the role that literacy assessment plays in promoting or inhibiting effective models of literacy education. This department provides perspectives…
School sites and the haunting of history
In field-based research, masking practices, as well as the general practice of relegating historical context to abstracted ‘site descriptions’ in a paper’s methodology section, can produce a tacit inattention to historical specificity. By juxtaposing two case studies of schools, this article examines the ways school sites are haunted by histories—that is, how the past is revived and revised in the present, and in turn what this means for field-ba…
Media education and the limits of “literacy”
Recently, talk of “fake news” – and its relation to wider epistemic crises, from climate denialism to the creep of global ethno-nationalism – has renewed attention to media literacy in education. For some, revived discussions of media literacy offer protection (e.g., strategies for identifying and critiquing media bias and misinformation). For others, they offer empowerment (e.g., equipping youth to produce media messages that challenge misinform…
Smart Power” in Standards Implementation after No Child Left Behind
Purpose: As the federal government has retreated from taking a dominant role in encouraging implementation of common K–12 standards, states and districts have moved to fill this education policy vacuum. This study aims to understand how state and district leaders are navigating this new policy environment. Research Methods/Approach: Drawing upon 47 interviews with state and district administrators conducted in 2016 and 2017, we used deductive cod…
Feeling Worlds
The authors examined how the spaces and structures of literacy classrooms were organized, inhabited, and felt by teachers and students in a new project‐based high school. The authors attended specifically to the political valence of these feelings: how educators characterized certain spatial arrangements (modular furniture and flexible seating) and curricular structures (asynchronous learning) as feeling democratic, in contrast to an authoritaria…
De-escalating ‘dataveillance’ in schools
T. Philip Nichols and Alexander Monea explore the spread of data-driven surveillance (i.e., dataveillance) technologies in schools, which are increasingly used as a strategy for mitigating safety risks. They argue that the sense of security schools derive from these technologies often comes at the cost of students’ actual well-being and privacy. Drawing on research with teachers and administrators, they highlight several ethical challenges datave…
Platform Studies in Education
In this introductory essay in the “Platform Studies in Education” symposium, T. Philip Nichols and Antero Garcia consider the expanding role of platform technologies in teaching, learning, and administration and the contributions of education research to the emerging multidisciplinary literature of platform studies. Their essay outlines theoretical lineages that identify platforms not as standalone tools but as multisided markets linking their us…
Datafication Meets Platformization
In this contribution to the Platform Studies in Education symposium, Luci Pangrazio, Amy Stornaiuolo, T. Philip Nichols, Antero Garcia, and Thomas M. Philip explore how digital platforms can be used to build knowledge and understanding of datafication processes among teachers and students. The essay responds to the turn toward data-driven teaching and learning in education and argues that digital data is not only generated through national, state…
Book Choice and the Affective Economy of Literacy
This article examines the familiar imperative for educators to cultivate affective attachments between students and reading—to foster love or ward off hate, for books. It considers the interplay of this affective economy with other “economies” of reading long theorized in literacy studies: the moral economy, promoting dominant social norms; and the political economy, prioritizing workers skilled to meet the needs of the state. We examine the rela…
The Platformization of Writing Instruction
This chapter provides a systematic review of research published between 2006 and 2022 on the use of artificial intelligence (AI) platforms in writing instruction. We theorize writing and platforms as complex ecologies, investigating the interplay of their relations and implications for educational equity. Our findings suggested three functional categories of AI platforms in writing instruction (assistive, assessment, and authentication) and a foc…
Talking the technology talk
The school lives of students and educators have long been affected by technological changes, but the advent of digital technologies, from smartphones to social media, have amplified the effects on their daily lives. Unfortunately, school curricula rarely focus on critically examining our relationships with technologies. Daniel G. Krutka, Jacob Pleasants, and T. Philip Nichols offer a framework called the technology education iceberg to help educa…
What Relationships Do We Want with Technology? Toward Technoskepticism in Schools
In this essay, Jacob Pleasants, Dani el G. Krutka, and T. Philip Nichols outline a vision for how technology education can and ought to occur through the core subject areas of science, social studies, and English language arts. In their argument for the development of a technoskeptical stance for thinking critically and making informed decisions about technology, they discuss past and current efforts to address both the teaching and use of techno…
Opposing Innovations
This article uses oral history, archival material, and published primary sources to examine the competing conceptions of “innovation” at work in the creation and operation of the West Philadelphia Community Free School (WPCFS) from 1969 to 1978. One of the longest-running initiatives in the School District of Philadelphia's experimental Office of Innovative Programs, the WPCFS stood at the crossroads of conflicting imperatives for “innovation.” T…
"Media education and the limits of "literacy
Recently, talk of "fake news" - and its relation to wider epistemic crises, from climate denialism to the creep of global ethnonationalism - has renewed attention to media literacy in education. For some, revived discussions of media literacy offer protection (e.g., strategies for identifying and critiquing media bias and misinformation). For others, they offer empowerment (e.g. equipping youth to produce media messages that challenge misinformat…
Postdigital Videogames Literacies
This article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy . Gee’s book, a foundational text for those working in game studies, literacy studies, and education, identified 36 principles of ‘good learning’ which he argued were built into the design of good games, and which have since been used to unsettle the landscape of formal education. This article brings togeth…
Googlization(s) of education
The ‘googlization’ of education is emblematic of the growing power of private tech companies in schools across the globe, challenging education as a public good. While critical scholarship has started unpacking the ideological, pedagogical and economical logics underpinning Google’s digital infrastructure in schools, we have little insight into how googlization unfolds in education systems across the world. This article addresses this by examinin…
Speculative Capture
This conceptual article examines the role of speculation in driving responses to generative AI platforms in literacy education and the implications for research, pedagogy, and practice. Our focus on “speculation” encompasses two meanings of the term – each of which has inspired lively lines of inquiry in literacy studies and transdisciplinary research on artificial intelligence, respectively. In the first sense, literacy scholars have recognized …
Generative AI and the (Re)turn to Luddism
This article examines the historical and contemporary mobilizations of ‘Luddism’ as a mode of resistance to technological inevitability, particularly in response to the integration of generative AI into education. Tracing three historical ‘waves’ of Luddism – the original nineteenth century machine-breakers, the Neo-Luddites of the late twentieth century, and the present day critics of digital automation – it explores how the term has been mobili…
Sociology (23 obras) · Pedagogy (22 obras) · Psychology (18 obras) · Political science (15 obras) · Mathematics education (12 obras) · Computer Science (11 obras) · Literacy, Media, and Education (10 obras) · Literacy (9 obras) · Public relations (9 obras) · Politics (7 obras)