Covid-19 controversies and critical research in digital education
Bibliographic Data
| ID | 21785486 |
|---|---|
| Authors | Bonny Williamson (0000-0001-9356-3213, University of Edinburgh, corresponding author), Felicitas Macgilchrist (0000-0002-2828-4127, Leibniz Institute for Educational Media | Georg Eckert Institute), John Potter (0000-0001-8762-944X, University College London) |
| Year | 2021 |
| Volume | 46 |
| Issue | 2 |
| Pages | 117-127 |
| Publication date | 2021-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Learning Media and Technology (JOURNAL) |
| Journal identifiers | ISSN: 1743-9884 • E-ISSN: 1743-9892 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17439884.2021.1922437 |
| OpenAlex | W3162006566 |
| Language | EN |
| Citations received | 26 |
| References cited | 15 |
If financial markets are taken as the main measure of the impact of the Covid-19 pandemic on education since early 2020, then education technology ('edtech') has finally arrived with disruptive and transformative force in education systems around the world.With reports of over $16billion USD venture capital investment in edtech in 2020 alone, and spectacular valuation claims of prospective returns to come, financial investors and edtech companies are not just seeking to increase their profit margins, but investing in 'a vision to transform how the world learns' (HolonIQ 2021).These are new speculative 'investments in forms' of unique digital education (Decuypere, Grimaldi and Landri 2021) that produce digital assets promising generous prospective market returns (Komljenovic 2021).For financial specialists, the disruptions of Covid-19 have inspired a 'digital transformation' of education, at all levels, and they are investing further to fully realize this valuable vision of the future of post-pandemic education.In other words, through speculative financial valuations and market-making devices, investors are 'betting upon and hedging against future educational developments and even shorting educational futures' in the pursuit of 'wealth extraction' (Facer 2021, 6).Markets, of course, are neither the only measure of the impact of the pandemic on education systems, outcomes, policies and practices, nor the only means for imagining
2019-20 coronavirus outbreak · Critical theory · Economic growth · Economics · Higher education · Pandemic · Political science · Public relations · Sociology · Digital Education and Society · Medicine · Virology
Out of touch’
Handphone and Students Growing in the example of Covid- 19; Lesson from Indigenous People in Limbungan, Lombok Timur, Indonesia
Governed by Edtech? Valuing Pedagogical Autonomy in a Platform Society
Massive open online learning for democracy in political science
Navigating the New Normal
Advancing Formative Assessment
Feeling higher education futures
The only option? Distance learning in North India during the Covid-19 pandemic
Digital cultural knowledge and curriculum
Datafied school life
Valuable data? Using walkthrough methods to understand the impact of digital reading platforms in Australian primary schools
Curation and collaboration as activism
Responding to sociotechnical controversies in education
Education as a co-developed commodity in Finland? A rhetorical discourse analysis on business accelerator for EdTech startups
The EU policy discourse on EdTech and constructing the image of an excellent teacher
Critical and participatory design in-between the tensions of daily schooling
Sociomaterial explorations of attendance practices in ‘schooling without schools’
‘We can’t lose you’
Digital education futures in Irish educational policy
Parents’ digital Labor and disrupted parent-teacher relationships
Who gets to be ‘screen free’? Exploring a disconnection divide in U.S. public and private K-12 schools during the Covid-19 pandemic
Toward a holistic approach to EdTech effectiveness
(Re)Imagining the future of education
Computational thinking in education - epistemology, pedagogy and politics
Interferenzen in digitalen Praktiken der Bereitstellung von unterrichtlichen Aufgaben
Digital and Educational Capabilities in the Post-Pandemic Era
The rise of education rentiers
Lockdown literacies and semiotic assemblages
Pandemic politics, pedagogies and practices
Covid-19 and digital disruption in UK universities
Education Technology Seizes a Pandemic Opening
Introduction
The turn towards policy mobilities and the theoretical-methodological implications for policy sociology
Automation, APIs and the distributed labour of platform pedagogies in Google Classroom
Post-Covid-19 Education and Education Technology 'Solutionism
Learning Like a State
Media literacy, curriculum and the rights of the child
| Unique citing works | 26 |
|---|---|
| Citations per year | 6,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |