Publications on digital learning

21st century skills Adoption AI Attention Coding COIL Community of inquiry Community of practice Constructivism Digital exclusion Digital inclusion Digital literacies Digital wellness Environment E-portfolios Flipped approach Generative AI (ChatGPT)Global South Hybrid learning Learning analytics PICRAT PLNs Postdigital Privacy Remote teaching Safety SAMR Surveillance T3 TPACK video

This webpage contains references on major theories, frameworks, research studies, and issues in digital learning. The vast majority date from the last decade (2014 onwards) but some important older publications, especially books and key articles, are included. Older references may be in older bibliographic formats.

This is a companion page to the more specific Publications on Mobile Learning webpage, which covers mobile-related topics. For references on specific technological tools, including web 1.0, web 2.0 and web 3.0, see the Tools for Digital Learning section of this website. If you spot broken links or would like to suggest additional inclusions, please feel free to contact me.

21st century skills

Finger, G. (2015). Creativity, visualisation, collaboration and communication. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions. Cambridge University Press.
Henriksen, D., Mishra, P., & Mehta, R. (2015). Novel, effective, whole: Toward a NEW framework for evaluations of creative products. Journal of Technology and Teacher Education, 23(3), 455-478.
Jenkins, S., et al. (2016). The shifting paradigm of teaching: Personalized learning according to teachers. KnowledgeWorks/NCTAF.
Khan, S. (2012). The one world schoolhouse: Education reimagined. Hodder & Stoughton.
Lonka, K., Makkonen, J., Litmanen, T., Berg, M., Hietajärvi, L., Kruskopf, M., Lammassaari, H., et al. (2017). Road to 21^st century competence: Evaluation framework for transversal competences in the Finnish curriculum. Microsoft.
Robinson, K. (2011). Out of our minds: Learning to be creative (revised ed.). Capstone.
Stansberry, S., Thompson, P., & Kymes, A. (2015). Teaching creativity in a Master’s level educational technology course. Journal of Technology and Teacher Education, 23(3), 433-453.
Teo, T., Unwin, S., Scherer, R., & Gardiner, V. (2021). Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review. Computers & Education, 170. https://doi.org/10.1016/j.compedu.2021.104223
Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. Corwin.

Adoption (Leadership/Technology acceptance)

Esawe, A. T., Esawe, K. T., & Esawe, N. T. (2023). Acceptance of the learning management system in the time of COVID-19 pandemic: An application and extension of the unified theory of acceptance and use of technology model. E-Learning and Digital Media, 20(2), 162-190. https://doi.org/10.1177/20427530221107788
Howard, S.K., & Mozejko, A. (2015). Teachers: Technology, change and resistance. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions. Cambridge University Press.
Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and Technology Acceptance Model. Educational Technology & Society, 21(3), 48-59. https://www.jstor.org/stable/26458506
Li, L. (2014). Understanding language teachers’ practice with educational technology: A case from China. System, 46, 105-119.
Makki, T.W., O’Neal, L.J., Cotton, S.R., & Rikard, R.V. (2018). When first-order barriers are high: A comparison of second- and third-order barriers to classroom computing integration. Computers & Education, 120, 90-97.
Oakley, G., & Pegrum, M. (2015). Engaging in networked learning: Innovating at the intersection of technology and pedagogy. Education Research and Perspectives, 42, 397-428. http://www.erpjournal.net/wp-content/uploads/2015/12/1_ERPV42_Oakley_2015_Engaged-in-Networked-Learning.pdf
Petko, D., Egger, N., Cantieni, A., & Wespi, B. (2015). Digital media adoption in schools: Bottom-up, top-down, complementary or optional? Computers & Education, 84, 49-61.
Shachak, A., Kuziemsky, C., & Petersen, C. (2019). Beyond TAM and UTAUT: Future directions for HIT implementation research. Journal of Biomedical Informatics, 100. https://doi.org/10.1016/j.jbi.2019.103315
Schmitz, M.-L., Antonietti, C., Consoli, T., Cattaneo, A., Gonon, P., & Petko, D. (2023). Transformational leadership for technology integration in schools: Empowering teachers to use technology in a more demanding way. Computers & Education, 204. https://doi.org/10.1016/j.compedu.2023.104880
Tamilmani, K., Rana, N. P., Fosso Wamba, S., & Dwivedi, R. (2021). The extended Unified Theory of Acceptance and Use of Technology (UTAUT2): A systematic literature review and theory evaluation. International Journal of Information Management, 57. https://doi.org/10.1016/j.ijinfomgt.2020.102269
Uluyol, Ç., & Şahin, S. (2014). Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65-75.
van den Breemt, A., & Diepstraten, I. (2016). Teacher perspectives on ICT: A learning ecology approach. Computers & Education, 92-93, 161-170.

AI (Artificial intelligence)

See also: Generative AI (ChatGPT).
See also: Learning analytics.

Alexander, B. (2019, Oct. 14). 5 AIs in search of a campus. EDUCAUSE Review. https://er.educause.edu/articles/2019/10/5-ais-in-search-of-a-campus
Alpaydin, E. (2016). Machine learning: The new AI. MIT Press.
Andrejevic, M., & Selwyn, N. (2023). Education in an era of pervasive automation. Postdigitital Science and Education, 5, 220-231. https://doi.org/10.1007/s42438-022-00336-x
Anyoha, R. (2017, Aug. 28). The history of artificial intelligence. Harvard University Science in the News. https://sitn.hms.harvard.edu/flash/2017/history-artificial-intelligence
Aoun, J.E. (2017). Robot-proof: Higher education in the age of artificial intelligence. MIT Press.
Argenton, G. (2017). Mind the gaps: Controversies about algorithms, learning and trendy knowledge. E-learning and Digital Media [early view].
Biddle, P. (2017, Jul. 5). AI is making it extremely easy for students to cheat. Wired. https://www.wired.com/story/ai-is-making-it-extremely-easy-for-students-to-cheat/
Bogost, I. (2018, May). Alexa is a revelation for the blind. The Atlantic. https://www.theatlantic.com/magazine/archive/2018/05/what-alexa-taught-my-father/556874/
Bostrom, N. (2014). Superintelligence: Paths, dangers, strategies. Oxford University Press.
Brockman, J. (Ed.). (2015). What to think about machines that think: Today’s leading thinkers on the age of machine intelligence. Harper Perennial.
Buolamwini, J. (2023). Unmasking AI: My mission to protect what is human in a world of machines. Penguin Random House.
Brynjolfsson, E. (2022). The Turing trap: The promise & peril of human-like artificial intelligence. Daedalus, spring. https://www.amacad.org/publication/turing-trap-promise-peril-human-artificial-intelligence
Buckingham Shum, S. J., & Luckin, R. (2019). Learning analytics and AI: Politics, pedagogy and practices. British Journal of Educational Technology, 50(6), 2785-2793. https://doi.org/10.1111/bjet.12880
Buduma, N., & Lacascio, N. (2017). Fundamentals of deep learning: Designing next-generation machine intelligence algorithms. O’Reilly Media.
Buriak, J. M., et al. (2023, Feb. 27). Best practices for using AI when writing scientific manuscripts. Caution, care, and consideration: Creative science depends on it. American Chemical Society Publications. https://pubs.acs.org/doi/10.1021/acsnano.3c01544
Calma, J. (2024, Jan. 25). AI and crypto mining are driving up data centers’ energy use. The Verge. https://www.theverge.com/2024/1/24/24049047/data-center-ai-crypto-bitcoin-mining-electricity-report-iea
Calma, J. (2024, May 16). Microsoft’s AI obsession is jeopardizing its climate ambitions. The Verge. https://www.theverge.com/2024/5/15/24157496/microsoft-ai-carbon-footprint-greenhouse-gas-emissions-grow-climate-pledge
Casal-Otero, L., Catala, A., Fernández-Morante, C., Taboada, M., Cebreiro, B., & Barro, S. (2023). AI literacy in K-12: A systematic literature review. International Journal of STEM Education, 10(29). https://doi.org/10.1186/s40594-023-00418-7
Chace, C. (2015). Surviving AI: The promise and peril of artificial intelligence. Three Cs.
Clark, A., Chen, J., Engelbert, N., & Kathman, B. (2020, Apr. 28). Three corporate voices: Artificial intelligence and machine learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/4/three-corporate-voices-artificial-intelligence-and-machine-learning
Colpaert, J., & Stockwell, G. (Eds.). (2022). Smart CALL: Personalization, contextualization, and socialization. Castledown.
Couldry, N. (2023, Apr. 11). AI as colonial knowledge production: The resistance begins here. University World News. https://www.universityworldnews.com/post.php?story=2023041014520289
Cox, T. (2018, May 21). Voice control: Why AI must resist our bad habit of stereotyping human speech. The Conversation. https://theconversation.com/voice-control-why-ai-must-resist-our-bad-habit-of-stereotyping-human-speech-96310
Crawford, K. (2021). Atlas of AI: Power, politics, and the planetary costs of artificial intelligence. Yale University Press.
Crompton, H., Edmett, A., Ichaporia, N., & Burke, D. (2024). AI and English language teaching: Affordances and challenges. British Journal of Educational Technology [early view]. https://doi.org/10.1111/bjet.13460
D’Agostino, S. (2024, Feb. 27). Facial recognition heads to class. Will students benefit? Inside Higher Ed. https://www.insidehighered.com/news/tech-innovation/teaching-learning/2024/02/27/facial-recognition-heads-class-will-students
Danesi, M. (2024). AI in foreign language learning and teaching: Theory and practice. Nova Science.
Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D., & Siemens, G. (2024). Impact of AI assistance on student agency. Computers & Education, 210. https://doi.org/10.1016/j.compedu.2023.104967
Davenport, T.H., & Kirby, J. (2016). Only humans need apply: Winners and losers in the age of smart machines. Harper Business.
Dawson, S., Joksimovic, S., Mills, C., Gašević, D., & Siemens, G. (2023). Editorial. Advancing theory in the age of artificial intelligence. British Journal of Educational Technology, 54(5), 1051-1056. https://doi.org/10.1111/bjet.13343
Díaz, B., & Nussbaum, M. (2024). Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence. Computers & Education, 217. https://doi.org/10.1016/j.compedu.2024.105071
Eadiccico, L. (2017). Command performance. In K. Kennedy & C. Mifsud (Eds.), Artificial intelligence: The future of humankind. Time.
Edmett, A., Ichaporia, N., Crompton, H., & Crichton, R. (2023). Artificial intelligence and English language teaching: Preparing for the future. British Council. https://doi.org/10.57884/78EA-3C69
EDUCAUSE. (2022). Artificial intelligence: Where are we now? Special report. https://er.educause.edu/toc/educause-review-special-report-artificial-intelligence-where-are-we-now
EDUCAUSE. (2024). Artificial intelligence (AI) [resource collection]. https://library.educause.edu/topics/infrastructure-and-research-technologies/artificial-intelligence-ai
ELI. (2017). 7 things you should know about … adaptive learning. EDUCAUSE. https://library.educause.edu/resources/2017/1/7-things-you-should-know-about-adaptive-learning
ELI. (2017). 7 things you should know about … artificial intelligence in teaching and learning. EDUCAUSE. https://library.educause.edu/resources/2017/4/7-things-you-should-know-about-artificial-intelligence-in-teaching-and-learning
Elish, M.C., & boyd, d. (2018). Situating methods in the magic of big data and AI. Communication Monographs, 85(1), 57-80.
Elrod, A. G. (2024, Mar. 19). The machine-translated web: Signs of a new educational reality. EDUCAUSE Review. https://er.educause.edu/articles/2024/3/the-machine-translated-web-signs-of-a-new-educational-reality
Erdenesanaa, D. (2023, Oct. 11). A.I. could soon need as much electricity as an entire country. The New York Times, p. A8. https://www.nytimes.com/2023/10/10/climate/ai-could-soon-need-as-much-electricity-as-an-entire-country.html
Fathi, J., Rahimi, M., & Derakhshan, A. (2024). Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions. System, 121. https://doi.org/10.1016/j.system.2024.103254
Fleckenstein, J., Meyer, J., Jansen, T., Keller, S. D., Köller, O., & Möller, J. (2024). Do teachers spot AI? Evaluating the detectability of AI-generated texts among student essays. Computers and Education: Artificial Intelligence, 6, https://doi.org/10.1016/j.caeai.2024.100209
Floreani, S. (2023, 31 May). Yes, you should be worried about AI – but Matrix analogies hide a more insidious threat. The Guardian. https://www.theguardian.com/commentisfree/2023/may/31/yes-you-should-be-worried-about-ai-but-matrix-analogies-hide-a-more-insidious-threat
Frankish, K., & Ramsey, W.M. (2014). The Cambridge handbook of artificial intelligence. Cambridge University Press.
Gallagher, M., & Breines, M. (2023). Unpacking the hidden curricula in educational automation: A methodology for ethical praxis. Postdigit Science and Education, 5, 56-76. https://doi.org/10.1007/s42438-022-00342-z
Gebru, T., Bender, E. M., McMillan-Major, A., & Mitchell, M. (2023, Mar. 31). Statement from the listed authors of Stochastic Parrots on the “AI pause” letter. DAIR. https://www.dair-institute.org/blog/letter-statement-March2023
Georgieva, M., Kassorla, M., & Papini, A. (2024, Oct. 17). AI literacy in teaching and learning: A durable framework for higher education. EDUCAUSE. https://www.educause.edu/content/2024/ai-literacy-in-teaching-and-learning/executive-summary#ExecutiveSummary
Gibson, R. (2023, Aug. 14). 10 ways artificial intelligence is transforming instructional design. EDUCAUSE Review. https://er.educause.edu/articles/2023/8/10-ways-artificial-intelligence-is-transforming-instructional-design
Gibson, R. (2024, Sep. 10). The impact of AI in advancing accessibility for learners with disabilities. The EDUCAUSE Review. https://er.educause.edu/articles/2024/9/the-impact-of-ai-in-advancing-accessibility-for-learners-with-disabilities
Gilliard, C., & Selwyn, N. (2023). Automated surveillance in education. Postdigital Science and Education, 5, 195-205. https://doi.org/10.1007/s42438-022-00295-3
Godwin-Jones, R. (2023). Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse. Language Learning & Technology, 27(2), 6-27. https://doi.org//10125/73501
Goldweic, P., & Getis, V. (2024, Apr. 29). The Canvas chatbot: How Northwestern University built its own AI-enabled tool. The EDUCAUSE Review. https://er.educause.edu/articles/2024/4/the-canvas-chatbot-how-northwestern-university-built-its-own-ai-enabled-tool
Gritsenko, D., Markham, A., Pötzsch, H., & Wijermars, M. (2022). Algorithms, contexts, governance: An introduction to the special issue. New Media & Society, 24(4), 835-844. https://doi.org/10.1177/14614448221079037
Harari, Y.N. (2017). Homo deus: A brief history of tomorrow. Vintage.
Hess, E. (2017, Jun. 19). In the AI age, ‘being smart’ will mean something completely different. Harvard Business Review. https://hbr.org/2017/06/in-the-ai-age-being-smart-will-mean-something-completely-different
Hirai, A., & Kovalyova, A. (2024). Speech-to-text applications’ accuracy in English language learners’ speech transcription. Language Learning & Technology, 28(1), 1-21. https://hdl.handle.net/10125/73555
Houser, K. (2024, Mar. 30). Does AI need a ‘body’ to become truly intelligent? Meta researchers think so. Freethink. https://www.freethink.com/robots-ai/embodied-ai
IBM. (2024). What is artificial intelligence (AI)? https://www.ibm.com/topics/artificial-intelligence
Jeon, J., Lee, S., & Choe, H. (2023). Beyond ChatGPT: A conceptual framework and systematic review of speech-recognition chatbots for language learning. Computers & Education, 206. https://doi.org/10.1016/j.compedu.2023.104898
Ji, H., Han, I., & Park, S. (2024). Teaching foreign language with conversational AI: Teacher-student-AI interaction. Language Learning & Technology, 28(2), 91-108. https://hdl.handle.net/10125/73573
Kaku, M. (2014). The future of the mind: The scientific quest to understand, enhance and empower the mind. Penguin.
Kaplan, J. (2015). Humans need not apply: A guide to wealth and work in the age of artificial intelligence. Yale University Press.
Kaplan, J. (2016). Artificial intelligence: What everyone needs to know. Oxford University Press.
Kasparov, G. (2017). Deep thinking: Where machine intelligence ends and human creativity begins. John Murray.
Katz, M. (2017, Nov. 15). Welcome to the era of the AI co-worker. Wired. https://www.wired.com/story/welcome-to-the-era-of-the-ai-coworker/
Kim, A., & Su, Y. (2024). How implementing an AI chatbot impacts Korean as a foreign language learners’ willingness to communicate in Korean. System, 122. https://doi.org/10.1016/j.system.2024.103256
Kim, H., Yang, H., Shin, D., & Lee, J. H. (2022). Design principles and architecture of a second language learning chatbot. Language Learning & Technology, 26(1), 1–18. http://hdl.handle.net/10125/73463
Kissinger, H.A. (2018, Jun.). How the Enlightenment ends. The Atlantic. https://www.theatlantic.com/magazine/archive/2018/06/henry-kissinger-ai-could-mean-the-end-of-human-history/559124/
Kong, S.-C., Cheung, W. M.-Y., & Zhang, G. (2023). Evaluating an Artificial Intelligence Literacy Programme for Developing University Students’ Conceptual Understanding, Literacy, Empowerment and Ethical Awareness. Educational Technology & Society, 26(1), 16-30. https://doi.org/10.30191/ETS.202301_26(1).0002
Laupichler, M. C., Aster, A., Schirch, J., & Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. Computers and Education: Artificial Intelligence, 3. https://doi.org/10.1016/j.caeai.2022.100101
Lee, H., & Lee, J. H. (2024). The effects of AI-guided individualized language learning: A meta-analysis. Language Learning & Technology, 28(2), 134-162. https://hdl.handle.net/10125/73575
Li, K. C. and Wong, B. T.-M. (2023). Artificial intelligence in personalised learning: A bibliometric analysis. Interactive Technology and Smart Education, 20(3), 422-445. https://doi.org/10.1108/ITSE-01-2023-0007
Lin, Y., & Yu, Z. (2024). A bibliometric analysis of artificial intelligence chatbots in educational contexts. Interactive Technology and Smart Education, 21(2), 189-213. https://doi.org/10.1108/ITSE-12-2022-0165
Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI conference on human factors in computing systems (pp. 1-16). https://dl.acm.org/doi/10.1145/3313831.3376727
Lotherington, H., Pegrum, M., Thumlert, K., Tomin, B., Boreland, T., & Pobuda, T. (2024). Exploring opportunities for language immersion in the posthuman spectrum: Lessons learned from digital agents. Interactive Technology & Smart Education. https://doi.org/10.1108/ITSE-02-2024-0038
Luckin, R. (2023, Jul. 14). Yes, AI could profoundly disrupt education. But maybe that’s not a bad thing. The Guardian. https://www.theguardian.com/commentisfree/2023/jul/14/ai-artificial-intelligence-disrupt-education-creativity-critical-thinking
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L.B. (2016). Intelligence unleashed: An argument for AI in education. Pearson. https://www.pearson.com/corporate/about-pearson/innovation/smarter-digital-tools/intelligence-unleashed.html
Lynch, P. (2016). The internet of us: Knowing more and understanding less in the age of big data. Liveright.
MacCallum, K., Parsons, D., & Mohaghegh, M. (2023). Identifying the components of foundational Artificial Intelligence (AI) literacy – Early results from a Delphi study. ASCILITE 2023 Conference proceedings: People, partnerships and pedagogies. https://doi.org/10.14742/apubs.2023.672
Mackenzie, A. (2017). Machine learners: Archaeology of a data practice. MIT Press.
Marr, B. (2016, Dec. 8). What is the difference between deep learning, machine learning and AI? Forbes. https://www.forbes.com/sites/bernardmarr/2016/12/08/what-is-the-difference-between-deep-learning-machine-learning-and-ai/
MathWorks. (2018). Introducing deep learning with MATLAB. https://au.mathworks.com/campaigns/offers/deep-learning-with-matlab.html
Miller, A. I. (2020). Creativity in the age of AI. American Scientist, 108(4), 244-249.
Mitchell, M. (2019). Artificial intelligence: A guide for thinking humans. Pelican.
Ng, D. T. K., Leung, J. K. L., Chu, K. W. S., & Qiao, M. S. (2021). AI literacy: Definition, teaching, evaluation and ethical issues. Proceedings of the Association for Information Science and Technology, 58(1), 504-509. https://doi.org/10.1002/pra2.487
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2. https://10.1016/j.caeai.2021.100041
Ng, D. T. K., Tan, C. W., & Leung, J. K. L. (2024). Empowering student self-regulated learning and scienceeducation through ChatGPT: A pioneering pilot study. British Journal of Educational Technology, 55(4),1328-1353. https://doi.org/10.1111/bjet.13454
Ng, D. T. K., Wu, W., Leung, J. K. L., Chiu, T. K., F., & Chu, S. K. W. (2024). Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach. British Journal of Educational Technology, 55(3), 1082-1104. https://doi.org/10.1111/bjet.13411
Paolo, G., Gonzalez-Billandon, J., & Kégl, B. (2024). A call for embodied AI. arXiv. https://doi.org/10.48550/arXiv.2402.03824
Papagiannis, H. (2017). Augmented human: How technology is shaping the new reality. O’Reilly Media.
Parloff, R. (2017). The deep-learning revolution. In K. Kennedy & C. Mifsud (Eds.), Artificial intelligence: The future of humankind. Time.
Pasquale, F. (2020). New laws of robotics: Defending human expertise in the age of AI. Belknap Press.
Pasquale, F., & Selwyn, N. (2023). Education and the new laws of robotics. Postdigital Science and Education, 5, 206-219. https://doi.org/10.1007/s42438-022-00325-0
Pelletier, K., et al. (2023). EDUCAUSE Horizon Report: Holistic Student Experience Edition. EDUCAUSE. https://library.educause.edu/resources/2023/10/2023-educause-horizon-report-holistic-student-experience-edition
Pelletier, K., et al. (2024). EDUCAUSE Horizon Report: Teaching and Learning Edition. EDUCAUSE. https://library.educause.edu/resources/2024/5/2024-educause-horizon-report-teaching-and-learning-edition
Pullen, J.P. (2017). A lesson in communication. In K. Kennedy & C. Mifsud (Eds.), Artificial intelligence: The future of humankind. Time.
Rainie, L., & Anderson, J. (2017, Feb. 8). Code-dependent: Pros and cons of the algorithm age. Pew Research Center. http://www.pewinternet.org/2017/02/08/code-dependent-pros-and-cons-of-the-algorithm-age/
Rainie, L., & Anderson, J. (2017, May 3). The future of jobs and jobs training. Pew Research Center. http://www.pewinternet.org/2017/05/03/the-future-of-jobs-and-jobs-training/
Rusell, S. (2019). Human compatible: Artificial intelligence and the problem of control. Penguin.
Russell, S.J., & Norvig, P. Artificial intelligence: A modern approach (3rd ed.). Pearson.
Sandberg, A. (2015). Ethics of brain emulation. Journal of Experimental & Theoretical Artificial Intelligence, 26(3), 439-457.
Schroeder, R. (ongoing). AI in higher education: Metasite. https://sites.google.com/view/ai-highered
Scoble, R., & Israel, S. (2017). The fourth transformation: How augmented reality and artificial intelligence change everything. Patrick Brewster Press.
Selwyn, N., Hillman, T., Bergviken-Rensfeldt, A., & Perrotta, C. (2023). Making sense of the digital automation of education. Postdigital Science and Education, 5, 1-14 (2023). https://doi.org/10.1007/s42438-022-00362-9
Selwyn, N., Hillman, T., Bergviken Rensfeldt, A., & Perrotta, C. (2023). Digital technologies and the automation of education: Key questions and concerns. Postdigitital Science and Education, 5, 15-24. https://doi.org/10.1007/s42438-021-00263-3
Shanahan, M. (2015). The technological singularity. MIT Press.
Shepherd, T. (2018). AI, the personal, and rights. In Z. Papacharissi (Ed.), A networked self and human augmentics, artificial intelligence, sentience (pp. 187-200). Routledge.
Siemens, G. (2020, Feb. 24). The post-learning era in higher education: Human + machine. EDUCAUSE Review, 1, pp.60-62. https://er.educause.edu/-/media/files/articles/2020/3/er20_1111.pdf
Skidelsky, R. (2023). The machine age: An idea, a history, a warning. Allen Lane.
Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers & Education, 151. https://doi.org/10.1016/j.compedu.2020.103862
Sourati, J., & Evans, J. A. (2023). Accelerating science with human-aware artificial intelligence. Nature Human Behaviour. https://doi.org/10.1038/s41562-023-01648-z
Southworth, J., & Migliaccio, K. (2023). Developing career-ready graduates: The importance of AI literacy across the curriculum. Media & Learning. https://media-and-learning.eu/type/featured-articles/developing-career-ready-graduates-the-importance-of-ai-literacy-across-the-curriculum/
Staley, D. (2020, Aug. 10). Interface university and other scenarios for the AI economy. EDUCAUSE Review. https://er.educause.edu/articles/2020/8/interface-university-and-other-scenarios-for-the-ai-economy
Suleyman, M. [with Bhaskar, M.] (2023). The coming wave: Technology, power, and the twenty-first century’s greatest dilemma. Crown.
Tegmark, M. (2017). Life 3.0: Being human in the age of artificial intelligence. Alfred A. Knopf.
Tonguç, G., & Ozkar, B. O. (2020). Automatic recognition of student emotions from facial expressions during a lecture. Computers & Education, 148. https://doi.org/10.1016/j.compedu.2019.103797
Turow, J. (2021). The voice catchers: How marketers listen in to exploit your feelings, your privacy, and your wallet. Yale University Press.
Vincent, J. (2024, Feb. 16). How much electricity does AI consume? The Verge. https://www.theverge.com/24066646/ai-electricity-energy-watts-generative-consumption
Wang, T., & Cheng, E. C. K. (2022). Towards a tripartite research agenda: A scoping review of artificial intelligence in education research. In E. C. K. Cheng, R. B. Koul, T. Wang & X. Yu (Eds.), Artificial intelligence in education: Emerging technologies, models and applications. Lecture Notes on Data Engineering and Communications Technologies, vol. 104. Springer. https://doi.org/10.1007/978-981-16-7527-0_1
Wang, Y. (2022). Controversial issues faced by intelligent tutoring system in developing constructivist-learning-based curriculum. In E. C. K. Cheng, R. B. Koul, T. Wang & X. Yu (Eds.), Artificial intelligence in education: Emerging technologies, models and applications. Lecture Notes on Data Engineering and Communications Technologies, vol. 104. Springer. https://doi.org/10.1007/978-981-16-7527-0_22
Wong, G. K. W., Ma, X., Dillenbourg, P., & Huan, J. (2020). Broadening artificial intelligence education in K-12: Where to start?. ACM Inroads, 11(1), 20-29. https://doi.org/10.1145/3381884
Wu, R., & Yu, Z. (2023). Do AI chatbots improve students learning outcomes? Evidence from a meta-analysis. British Journal of Educational Technology, 55(1), 10-33. https://doi.org/10.1111/bjet.13334
Yi, Y. (2021). Establishing the concept of AI literacy: Focusing on competence and purpose. European Journal of Bioethics, 12(2), 353-368. https://doi.org/10.21860/j.12.2.8
Yu, S., Androsov, A., Yan, H., & Chen, Y. (2024). Bridging computer and education sciences: A systematic review of automated emotion recognition in online learning environments. Computers & Education, 220. https://doi.org/10.1016/j.compedu.2024.105111
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (20219). Systematic review of research on artificial intelligence applications in higher education – Where are the educators? International Journal of Educational Technology in Higher Education, 16(39). https://doi.org/10.1186/s41239-019-0171-0
Zembylas, M. (2023). A decolonial approach to AI in higher education teaching and learning: strategies for undoing the ethics of digital neocolonialism. Learning, Media and Technology, 48(1), 25-37. https://doi.org/10.1080/17439884.2021.2010094
Zhang, C., Meng, Y., & Ma, X. (2024). Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate. System, 121. https://doi.org/10.1016/j.system.2024.103259

Attention (Information overload/Mindfulness)

Coding (Computational thinking)

Arfé, B., Vardanega, T., & Ronconi, L. (2020). The effects of coding on children’s planning and inhibition skills. Computers & Education, 148. https://doi.org/10.1016/j.compedu.2020.103807
Deschryver, M.D., & Yadav, A. (2015). Creative and computational thinking in the context of new literacies: Working with teachers to scaffold complex technology-mediated approaches to teaching and learning. Journal of Technology and Teacher Education, 23(3), 411-431.
Egbert, J., Shahrokni, S. A., Abobaker, R., & Borysenko, N. (2021). ‘It’s a chance to make mistakes’: Processes and outcomes of coding in 2nd grade classrooms. Computers & Education, 168. https://doi.org/10.1016/j.compedu.2021.104173
Fluck, A., & Bower, M. (2015). Computational thinking: Philosophy and practice. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions. Cambridge University Press.
Garrett, F., et al. (2019). At the edge of the internet: Teaching coding and sustainability to Himalayan girls. Canadian Journal of Learning and Technology, 45(3). https://doi.org/10.21432/cjlt27864
Gerson, S. A., Morey, R. D., & van Schaik, J. E. (2022). Coding in the cot? Factors influencing 0-17s’ experiences with technology and coding in the United Kingdom. Computers & Education, 178. https://doi.org/10.1016/j.compedu.2021.104400
Huerta, M. (2015, Apr. 17). Coding in the classroom: A long-overdue inclusion. Edutopia. http://www.edutopia.org/blog/coding-classroom-long-overdue-inclusion-merle-huerta
Jenson, J., & Droumeva, M. (2017). Revisiting the media generation: Youth media use and computational literacy instruction. E-learning and Digital Media [early view].
KnowledgeWorks. (2015). The future of learning: Education in the era of partners in code. KnowledgeWorks. http://www.knowledgeworks.org/future-forecast-4
Lindberg, R.S.N., Laine, T.H., & Haaranen, L. (2018). Gamifying programming education in K-12: A review of programming curricula in seven countries and programming games. British Journal of Educational Technology [early view].
Miao, F., & Holmes, W. (2021). International forum on AI and the futures of education: Developing competencies for the AI era. 7-8 December 2020. Synthesis Report. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000377251
Montuori, C., Gambarota, F., Altoé, G., & Arfé, B. (2024). The cognitive effects of computational thinking: A systematic review and meta-analytic study. Computers & Education, 210. https://doi.org/10.1016/j.compedu.2023.104961
Sonnad, N. (2017, Oct. 12). Tim Cook doesn’t seem to understand that good programmers have to learn English. Quartz. https://qz.com/1101096/apple-ceo-tim-cook-on-learning-to-code-he-doesnt-seem-to-understand-programmers-must-learn-english/
Stevens, V., & Verschoor, J. (2017). Coding and English language teaching. TESL-EJ, 21(2), 1-15. http://www.tesl-ej.org/wordpress/issues/volume21/ej82/ej82int/
Zhang, L., & Nouri, J. (2019). A systematic review of learning computational thinking through Scratch in K-9. Computers & Education, 141. https://doi.org/10.1016/j.compedu.2019.103607

COIL (Collaborative online international learning/VE/OIE/Telecollaboration)

Calvo, L. C. S., Hartle, L. C. (2023). Investigating pre-service teachers from Brazil and the US in a virtual exchange project: Benefits and challenges of student-selected and required technologies. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12000-3
Hauck, M. (2019). Virtual exchange for (critical) digital literacy skills development. European Journal of Language Policy, 11(2), 187-210. https://doi.org/10.3828/ejlp.2019.12
Helm, F. (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology, 19(2), 197-217. https://doi.org/10125/44424
Helm, F. (2019). Languages and international virtual exchange: Introduction to the special issue. European Journal of Language Policy, 11(2), 139-142. https://doi.org/10.3828/ejlp.2019.9
Helm, F., & Guth, S. (2016). Telecollaboration and language learning. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology. Routledge.
Helm, F., Guth, S., Shuminov, E., & Van der Velden, B. (2020). Erasmus+ virtual exchange. Internationalisation of Higher Education, 1, 92-109. https://www.handbook-internationalisation.com/media/02818d033e0d8e74995aed9e16e1bb8970060360/r7aklh/pdf_5e81ffb452439.pdf
Klimanova, L. (2021). The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self. Language Learning & Technology, 25(3), 186–204. http://hdl.handle.net/10125/73455
Kolm, A., de Nooijer, J., Vanherle, K., et al. (2022). International online collaboration competencies in higher education students: A systematic review. Journal of Studies in International Education, 26(2). https://doi.org/10.1177/10283153211016272
Kukulska-Hulme, A., & Pegrum, M. (2018). Linguistic diversity in online and mobile learning. In A. Creese & A. Blackledge (Eds.), The Routledge handbook of language and superdiversity: An interdisciplinary perspective (pp. 518-532). Routledge.
Lenkaitis, C. A. (2022). Integrating the United Nations’ Sustainable Development Goals:
Developing content for virtual exchanges. Language Learning & Technology, 26(1), 1–20.
https://doi.org/10125/73470
O’Dowd, R. (2021). Virtual exchange: Moving forward into the next decade. Computer Assisted Language Learning, 34(3), 209-224. https://doi.org/10.1080/09588221.2021.1902201
O’Dowd, R. (2021). What do students learn in virtual exchange? A qualitative content analysis of learning outcomes across multiple exchanges. International Journal of Educational Research, 109. https://doi.org/10.1016/j.ijer.2021.101804
O’Dowd, R. (2023). Internationalising higher education and the role of virtual exchange. Routledge.
O’Dowd, R., & O’Rourke, B. (2019). New developments in virtual exchange in foreign language education. Language Learning & Technology, 23(3), 1-7. https://doi.org/10125/44690
O’Dowd, R., & Ritter, M. (2006). Understanding and working with ‘failed communication’ in telecollaborative exchanges. CALICO Journal, 23(3), 623-642. https://journals.equinoxpub.com/index.php/CALICO/article/view/23162/19167
O’Dowd, R., Sauro, S., & Spector-Cohen, E. (2020). The role of pedagogical mentoring in virtual exchange. TESOL Quarterly, 54(1), 146-172. https://doi.org/10.1002/tesq.543
O’Dowd, R., & Waire, P. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 173-188. https://doi.org/10.1080/09588220902778369
Thomas, M., & Yamazaki, K. (2021). Introduction: Projects, pandemics and the re-positioning of digital language learning. In M. Thomas & K. Yamazaki (Eds.), Project-based language learning and CALL: From virtual exchange to social justice (pp. 1-18). Equinox.
Vinagre, M. (2022). Engaging with difference: Integrating the linguistic landscape in virtual exchange. System,105. https://doi.org/10.1016/j.system.2022.102750
Wu, J. G., Feng Teng, M., & Lindsay, M. (2022). Challenges in a mobile English telecollaborative project: Towards a conceptual model. Australasian Journal of Educational Technology, 38(1), 1-19. https://doi.org/10.14742/ajet.6371

Community of inquiry

Dell, D. (2024). Cultivating emotional presence: Building and nurturing an online community of inquiry. In L. A. Jeffrey, A. Palalas, K. Robert & Y.-L. R. Wong (Eds.), Presence in the online world: A contemplative perspective and practice guide for educators (pp. 29-47). Rowman & Littlefield.
Englander, K., & Russell, B. (2022). Community of Inquiry perceptions and divergences between students and instructors. System, 106. https://doi.org/10.1016/j.system.2022.102777
Garrison, D.R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). Routledge.
Garrison, D.R., et al. (ongoing). The Community of Inquiry. https://coi.athabascau.ca/
Kim, G.-C., & Gurvitch, R. (2022). Community of Inquiry analysis of alignment between instructors’ intentions and students’ perceptions in online courses. Journal of Educators Online, 19(2). https://doi.org/10.9743/JEO.2022.19.2.7

Community of practice

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Wenger, E. (1998). Introduction: A social theory of learning. In E. Wenger, Communities of practice: Learning, meaning, and identity (pp. 3-15). Cambridge University Press.
Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Harvard Business School Press.
Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Introduction to communities of practice. Wenger-Trayner. http://wenger-trayner.com/introduction-to-communities-of-practice/

Constructivism

Concept to Classroom. (2004). Constructivism as a paradigm for teaching and learning. Educational Broadcasting Corporation. http://www.thirteen.org/edonline/concept2class/constructivism/index.html
Dalgarno, B. (2001). Interpretations of constructivism and consequences for computer assisted learning. British Journal of Educational Technology, 32(2), 183-194.
Duffy, T. M., & Jonassen, D. H. (1992). Constructivism: New implications for instructional technology. In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 1-16). Lawrence Erlbaum.
Harrison, T., & Laco, D. (2022). Where’s the character education in online higher education? Constructivism, virtue ethics and roles of online educators. E-Learning and Digital Media, 19(6), 555-573. https://doi.org/10.1177/20427530221104885
Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(7), 5-12.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.

Digital exclusion (Digital divide)

Acharya, B. N., & Rana, K. (2024). How students and teachers voyaged from physical classroom to Emergency Remote Teaching in COVID-19 crisis: A case of Nepal. E-Learning and Digital Media, 21(2), 125-140. https://doi.org/10.1177/20427530231156166
Adam, T. (2019) Digital neocolonialism and massive open online courses (MOOCs): Colonial pasts and neoliberal futures. Learning, Media and Technology, 44(3), 365-380. https://doi.org/10.1080/17439884.2019.1640740
Anderson, N. (2015). Digital technologies and equity: gender, digital divide. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions. Cambridge University Press.
Banaji, S., & Bhat, R. (2022). Social media and hate. Routledge.
Buchi, M., Just, N., & Latzer, M. (2016). Modeling the second-level digital divide: A five-country study of social differences in internet use. New Media & Society, 18(1), 2703-2722.
Camerini, A.-L., Schulz, P., & Jeannet, A.-M. (2017). The social inequalities of internet access, its use, and the impact on children’s academic performance: Evidence from a longitudinal study in Switzerland. New Media & Society, 1-20.
Carboni, I., Jeffrie, N., Lindsey, D., Shanahan, M., Sibthorpe, C., Butler, C., & Lopez, M. (2021). Connected women: The mobile gender gap report 2021. GSMA. https://www.gsma.com/r/gender-gap/
Correa, T., & Pavez, I. (2016). Digital inclusion in rural areas: A qualitative exploration of challenges faced by people from isolated communities. JCMC, 21, 247-263.
Correa, T., Valenzuela, S., & Pavez, I. (2024). For better and for worse: A panel survey of how mobile-only and hybrid Internet use affects digital skills over time. New Media & Society, 26(2), 995-1017. https://doi.org/10.1177/14614448211059114
Davis, J. L. (2022). How artifacts afford: The power and politics of everyday things. MIT Press.
Delaporte, A., Bahia, K., et al. (2022). The state of mobile internet connectivity 2022. GSMA. https://www.gsma.com/r/somic/
ELI. (2015). 7 things you should read about … digital divides and today’s technologies. EDUCAUSE. https://net.educause.edu/ir/library/pdf/elir1507.pdf
ELI. (2021). 7 things you should know about … the digital divide. https://library.educause.edu/-/media/files/library/2021/4/eli7177.pdf
González-Betancor, S. M., López-Puig, A. J., & Cardenal, M. E. (2021). Digital inequality at home: The school as compensatory agent. Computers & Education, 168. https://doi.org/10.1016/j.compedu.2021.104195
Graham, A., & Sahlberg, P. (2020, Mar. 26). Schools are moving online, but not all children start out digitally equal. The Conversation. https://theconversation.com/schools-are-moving-online-but-not-all-children-start-out-digitally-equal-134650
Hamilton, Z., Downer, M., & Acland, S. (2022). The digital worlds of displacement-affected communities: A cross-context study of how people affected by displacement use mobile phones. GSMA & UNHCR. https://www.gsma.com/mobilefordevelopment/the-digital-worlds-of-displacement-affected-communities/
Heath, M. K., & Segal, P. (2021). What pre-service teacher technology integration conceals and
reveals: “Colorblind” technology in schools. Computers & Education, 170. https://doi.org/10.1016/j.compedu.2021.104225
Heikkilä, R., Leguina, A., & Purhonen, S. (2022). The stratification of media usage in Finland, 2007–2018: Signs of socio-political polarization? New Media & Society, 24(5), 1053-1075. https://doi.org/10.1177/1461444820971612
Helsper, E.J., & Reisdorf, B.C. (2017). The emergence of a ‘digital underclass’ in Great Britain and Sweden: Changing reasons for digital exclusion. New Media & Society, 19(8), 1253-1270. https://doi.org/10.1177/1461444816634676
Heponiemi, T., Gluschkoff, K., Leemann, L., Manderbacka, K., Aalto, A.-M., & Hyppönen, H. (2023). Digital inequality in Finland: Access, skills and attitudes as social impact mediators. New Media & Society, 25(9), 2475–2491. https://doi.org/10.1177/14614448211023007
Holeton, R. (2020, Feb. 28). Toward inclusive learning spaces: Physiological, cognitive, and cultural inclusion and the learning space rating system. EDUCAUSE Review. https://er.educause.edu/articles/2020/2/toward-inclusive-learning-spaces
Kemp, E. (2024). Language and Digital Humanitarian Action. GSMA/CLEAR Global. https://www.gsma.com/solutions-and-impact/connectivity-for-good/mobile-for-development/gsma_resources/language-and-digital-humanitarian-action-the-state-of-inclusion-and-exclusion-for-marginalised-language-speakers-in-digital-humanitarian-services/
Kuhn, C., Khoo, S. M., Czerniewicz, L., et al. (2023). Understanding digital inequality: A theoretical kaleidoscope. Postdigital Science and Education, 5, 894-932. https://doi.org/10.1007/s42438-023-00395-8
Kuhn, A., Schwabe, A., Boomgarden, H., Brandl, L., Stocker, G., Lauer, G., Brendel-Kepser, I., & Krause-Wolters, M. (2024). Who gets lost? How digital academic reading impacts equal opportunity in higher education. New Media & Society, 26(2), 1034-1055. https://doi.org/10.1177/14614448211072306
Leurs, K. (2023). Digital migration. Sage.
Marler, W. (2018). Mobile phones and inequality: Findings, trends, and future directions. New Media & Society, 20(9), 3498-3520. https://doi.org/10.1177/1461444818765154
Mavridi, S. (2020). Digital literacies and the new digital divide. In S. Mavridi & D. Xerri (Eds.), English for 21^st century skills (pp. 90-98). Express Publishing.
Munn, L. (2022). Automation is a myth. Stanford University Press.
Newlands, G., & Lutz, C. (2021). Crowdwork and the mobile underclass: Barriers to participation in India and the United States. New Media & Society, 23(6). https://doi.org/10.1177/1461444820901847
Nique, M., Tiel Groenestege, M., Satari, A., Sibthorpe, C., & Viljoen, K. (2022). Driving the digital inclusion of persons with disabilities: Policy considerations for low- and middle-income countries. GSMA. https://www.gsma.com/mobilefordevelopment/resources/driving-the-digital-inclusion-of-persons-with-disabilities/
Pegrum, M., Hockly, N., & Dudeney, G. (2022). Box 1.4: Does the digital divide still matter? In M. Pegrum, N. Hockly & G. Dudeney, Digital literacies (2^nd ed., pp. 22-23). Routledge.
Peña Gangadharan, S. (2017). The downside of digital inclusion: Expectations and experiences of privacy and surveillance among marginal internet users. New Media & Society, 19(4), 597-615.
Reisdorf, B.C., & Groselj, D. (2017). Internet (non-)use types and motivational access: Implications for digital inequalities research. New Media & Society, 19(8), 1157-1176.
Scheerder, A. J., van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2019). Internet use in the home: Digital inequality from a domestication perspective. New Media & Society, 21(10), 2099-2118. https://doi.org/10.1177/1461444819844299
Sun, X., Duan, C., Yao, L., Zhang, Y., Chinyani, T., & Niu, G. (2021). Socioeconomic status and social networking site addiction among children and adolescents: Examining the roles of parents’ active mediation and ICT attitudes. Computers & Education, 173. https://doi.org/10.1016/j.compedu.2021.104292
Taipale, S. (2016). Do the mobile-rich get richer? Internet use, travelling and social differentiations in Finland. New Media & Society, 18(1), 44-61. https://doi.org/10.1177/1461444814536574
Thornham, H., & Gómez Cruz, E. (2017). [Im]mobility in the age of [im]mobile phones: Young NEETs and digital practices. New Media & Society, 19(11), 1794-1809.
Tour, K., et al. (2023, Mar. 1). Settling in digital Australia. Impact. https://amesnews.com.au/latest-articles/settling-in-digital-australia/
Tsatsou, P. (2022). Editor’s introduction to special issue: Vulnerable people’s digital inclusion in a perplexed milieu of intersectional vulnerabilities. New Media & Society, 24(2). https://doi.org/10.1177/14614448211063175
University of Copenhagen. (2023, Jul. 10). ChatGPT promotes American norms and values. University of Copenhagen. https://news.ku.dk/all_news/2023/07/chatgpt-promotes-american-norms-and-values/
Van de Werfhorst, H. G., Emma, E., & Geven, S. (2024). The digital divide in online education: Inequality in digital readiness of students and schools. Computers and Education Open, 3. https://doi.org/10.1016/j.caeo.2022.100100
Walker Rettberg, J. (2022, Dec. 6). ChatGPT is multilingual but monocultural, and it’s learning your values. jill/txt. https://jilltxt.net/right-now-chatgpt-is-multilingual-but-monocultural-but-its-learning-your-values/
Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. MIT Press.
Van Deursen, A., & van Dijk, J. (2014). The digital divide shifts to differences in usage. New Media & Society, 16(3), 507-526.
Van Deursen, A.J.A.M., & Helsper, E.J. (2018). Collateral benefits of internet use: Explaining the diverse outcomes of engaging with the internet. New Media & Society, 20(7), 2333-2351.
Van Dijk, J. (2020). The digital divide. Polity.
Wang, F., Ni, X., Zhang, M., & Zhang, J. (2024). Educational digital inequality: A meta-analysis of the relationship between digital device use and academic performance in adolescents. Computers & Education, 213. https://doi.org/10.1016/j.compedu.2024.105003
Warschauer, M., & Tate, T. (2018). Digital divides and social inclusion. In K.A. Mills, A. Stornaiuolo, A. Smith & J. Zacher Pandya (Eds.), Handbook of writing, literacies, and education in digital cultures (pp.63-75). Routledge.
Weingartner, S. (2021). Digital omnivores? How digital media reinforce social inequalities in cultural consumption. New Media & Society, 23(11), 3370-3390. https://doi.org/10.1177/1461444820957635
West, M. (2023). An ed-tech tragedy? Educational technologies and school closures in the time of COVID-19? UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386701
Yuen, A.H.K., Park, J., Chen, L., & Cheng, M. (2018). The significance of cultural capital and parental mediation for digital inequity. New Media & Society, 20(2), 599-617.
Zembylas, M. (2023). A decolonial approach to AI in higher education teaching and learning: strategies for undoing the ethics of digital neocolonialism. Learning, Media and Technology, 48(1), 25-37. https://doi.org/10.1080/17439884.2021.2010094

Digital inclusion (Diversity/Equity)

Barahona, M., David, V., Gallegos, F., Reyes, J., Ibaceta-Quijanes, X., & Darwin, S. (2023). Analysing preservice teachers’ enactment of the UDL framework to support diverse students in a remote teaching context. System, 114. https://doi.org/10.1016/j.system.2023.103027
CAST [Center for Applied Special Technology]. (2018). The UDL guidelines [version 2.2]. http://udlguidelines.cast.org/
Collier, A. (2020, Oct. 26). Inclusive design and design justice: Strategies to shape our classes and communities. EDUCAUSE Review. https://er.educause.edu/articles/2020/10/inclusive-design-and-design-justice-strategies-to-shape-our-classes-and-communities
Costanza-Chock, S. (2020). Design justice: Community-led practices to build the worlds we need. MIT Press.
Das, M., Ostrowski, A. K., Ben-David, S., Roeder, G. J., Kimura, K., D’Ignazio, C., Breazeal, C., & Verm, A. (2022). Auditing design justice: The impact of social movements on design pedagogy at a technology institution. In G. Goldschmidt & E. Tarazi (Eds.), 13th Design Thinking Research Symposium. Expanding the frontiers of design: A blessing or a curse? Proceedings. Design Tech. https://www.diva-portal.org/smash/get/diva2:1651493/FULLTEXT01.pdf
Davidoff, M. (2024, Nov. 11). How broadening AI access can help bridge the digital divide. EDUCAUSE Review. https://er.educause.edu/articles/2024/11/how-broadening-ai-access-can-help-bridge-the-digital-divide
DeBacco, K., & Mattos, N. (2023, Mar. 13). A DEI course design rubric: Supporting teaching and learning in uncertain times. EDUCAUSE Review. https://er.educause.edu/articles/2023/3/a-dei-course-design-rubric-supporting-teaching-and-learning-in-uncertain-times
EDUCAUSE. (2022). The EDUCAUSE guide to diversity, equity, and inclusion. https://www.educause.edu/about/the-educause-guide-to-diversity-equity-and-inclusion
Gierdowski, D. C., & Galanek, J. D. (2020). ECAR Study of the Technology Needs of Students with Disabilities, 2020. ECAR. https://er.educause.edu/-/media/files/library/2020/5/studentsdisabilities2020.pdf
Goodyear, P. (2022). Realising the good university: Social innovation, care, design justice and educational infrastructure. Postdigital Science and Education, 4, 33-56. https://doi.org/10.1007/s42438-021-00253-5
Gonzalez, L., et al. (2024, Aug. 15). Leveraging generative AI for inclusive excellence in higher education. The EDUCAUSE Review. https://er.educause.edu/articles/2024/8/leveraging-generative-ai-for-inclusive-excellence-in-higher-education
Hines, M. B., & Kersulov, M. (2015). Engagement and resistance at Last Chance High: A case study of twenty-first-century literacies and identities in one English classroom. The Curriculum Journal, 26(2), 224-248. https://doi.org/10.1080/09585176.2015.1045536
Holeton, R. (2020. Feb. 28). Toward inclusive learning spaces: Physiological, cognitive, and cultural inclusion and the learning space rating system. EDUCAUSE Review. https://er.educause.edu/articles/2020/2/toward-inclusive-learning-spaces
Hollett, T., Luo, S., Turcotte, N., Ramsay, C., Stubbs, C., & Zidik, Z. (2020). Moments of friction in virtual reality: How feeling histories impact experience. E-learning and Digital Media, 17(1), 56-77. https://doi.org/10.1177/2042753019876043
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Digital literacies

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Reinders, H., Kukulska-Hulme, A., & Wilson, A. (2024). Humanizing technology in language learning and teaching. Oxford University Press. https://elt.oup.com/feature/global/expert/humanising-tech
Reinhardt, J., & Thorne, S. L. (2019). Digital literacies as emergent multifarious repertoires. In N. Arnold & L. Ducate (Eds.), Engaging language learners through CALL: From theory and research to informed practice (pp. 208-239). Equinox.
Rheingold, H. (2012). Net smart: How to thrive online. MIT Press.
Ronconi, A., Veronesi, V., Mason, L., Manzione, L., Florit, E., Anmarkrud, Ø., & Bråten, I. (2022). Effects of reading medium on the processing, comprehension, and calibration of adolescent readers. Computers & Education, 185. https://doi.org/10.1016/j.compedu.2022.104520
Ross, J., Scott Curwood, J., & Bell, A. (2020). A multimodal assessment framework for higher education. E-learning and Digital Media, 17(4), 290-306. https://doi.org/10.1177/2042753020927201
Sander, I. (2020). Critical big data literacy tools – Engaging citizens and promoting empowered internet usage. Data & Policy, 2(e5). https://doi.org/10.1017/dap.2020.5
Seargeant, P., & Tagg, C. (2018). Critical digital literacy education in the ‘fake news’ era. In K. Reedy & J. Parker (Eds.), Digital literacy unpacked (pp. 179-189). Facet. https://doi.org/10.29085/9781783301997.015
Satar, M., Hauck, M., & Bilki, Z. (2023). Multimodal representation in virtual exchange: A social semiotic approach to critical digital literacy. Language Learning & Technology, 27(2), 72-96. https://doi.org/10125/73504
Senkbeil, M. (2023). How well does the digital home learning environment predict ICT literacy and ICT self-efficacy? Comparing the predictive power of adolescent and parent reports. Computers & Education, 207. https://doi.org/10.1016/j.compedu.2023.104937
Serafini, F., & Gee, E. (2017). Introduction. In F. Serafini & E. Gee (Eds.), Remixing multiliteracies: Theory and practice from New London to new times. Teachers College Press.
Shifman, L. (2014). Memes in digital culture. MIT Press.
Singer, L.M., & Alexander, P.A. (2017). Reading across mediums: Effects of reading digital and print texts on comprehension and calibration. The Journal of Experimental Education, 85(1), 155-172.
Singer, L.M., & Alexander, P.A. (2017). Reading on paper and digitally: What the past decades of empirical research reveal. Review of Educational Research [early view].
Smythe, S. (2018). Adult learning in the control society: Digital era governance, literacies of control, and the work of adult educators. Adult Education Quarterly, 68(3), 197-214. https://doi.org/10.1177/0741713618766645
Solon, O. (2017, Jul. 27). The future of fake news: Don’t believe everything you read, see or hear. The Guardian. https://www.theguardian.com/technology/2017/jul/26/fake-news-obama-video-trump-face2face-doctored-content
Son, J.-B. (2024). Insights into digital literacy in language teaching. Castledown.
Southworth, J., & Migliaccio, K. (2023). Developing career-ready graduates: The importance of AI literacy across the curriculum. Media & Learning. https://media-and-learning.eu/type/featured-articles/developing-career-ready-graduates-the-importance-of-ai-literacy-across-the-curriculum/
Starbird, K. (2017). Examining the alternative media ecosystem through the production of alternative narratives of mass shooting events on Twitter. Proceedings of the Eleventh International Conference on Web and Social Media, ICWSM 2017, Montréal, Québec, Canada, May 15-18, 2017 (pp.230-239). AAAI Press. https://aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15603
Støle, H., Mangen, A., & Schwippert, K. (2020). Assessing children’s reading comprehension on paper and screen: A mode-effect study. Computers & Education, 151. https://doi.org/10.1016/j.compedu.2020.103861
Stornaiuolo, A., Hull, G., & Hall, M. (2018). Cosmopolitan practices, networks, and flows of literacies. In K.A. Mills, A. Stornaiuolo, A. Smith & J. Zacher Pandya (Eds.), Handbook of writing, literacies, and education in digital cultures (pp.13-25). Routledge.
Sun, M. (2016). Application of multimodal learning in online English teaching. International Journal of Emerging Technologies in Learning, 10(4), 54-58. http://online-journals.org/index.php/i-jet/article/view/4697
Tagg, C. (2015). Exploring digital communication: Language in action. Routledge.
Tandoc, Jr., E.C. (2017). Audiences’ acts of authentication in the age of fake news: A conceptual framework. New Media & Society [early view].
Toews, R. (2020, May 25). Deepfakes are going to wreak havoc on society. We are not prepared. Forbes. https://www.forbes.com/sites/robtoews/2020/05/25/deepfakes-are-going-to-wreak-havoc-on-society-we-are-not-prepared/
Tour, E. (2019). Teaching digital literacies in EAL/ESL classrooms: Practical strategies. TESOL Journal, 11(1). https://onlinelibrary.wiley.com/doi/10.1002/tesj.458
Tour, K., et al. (2021). AMEP digital literacies framework and guide. https://bridges.monash.edu/articles/educational_resource/AMEP_Digital_Literacies_Framework_and_Guide_pdf/20493207/3
Tour, K., et al. (2023, Mar. 1). Settling in digital Australia. Impact. https://amesnews.com.au/latest-articles/settling-in-digital-australia/
Trice, M., & Jones, J. (2020). The challenge of networked democracy. In J. Jones & M. Trice (Eds.), Platforms, protests, and the challenge of networked democracy. Rhetoric, politics and society. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-36525-7_1
Tzirides, A.-O., Carvalho de Castro, V., Cope, B., & Kalantzis, M. (2024). (Multi-)literacies. In R. Hampel & U. Stickler (Eds.), The Bloomsbury handbook of language learning and technology (pp. 115-130). Bloomsbury.
Wang, B., Rau, P.-L. P., & Yuan, T. (2023). Measuring user competence in using artificial intelligence: Validity and reliability of artificial intelligence literacy scale. Behaviour & Information Technology, 42(9), 1324-1337. https://doi.org/10.1080/0144929X.2022.2072768
Wong, G. K. W., Ma, X., Dillenbourg, P., & Huan, J. (2020). Broadening artificial intelligence education in K-12: Where to start?. ACM Inroads, 11(1), 20-29. https://doi.org/10.1145/3381884
Wardle, C. (2020). A new world disorder. Scientific American, 29(4), 40-45.
Wardle, C., & Derakhshan, H. (2017, Oct.). Information disorder: Toward an interdisciplinary framework for research and policy making. Council of Europe. https://edoc.coe.int/en/media-freedom/7495-information-disorder-toward-an-interdisciplinary-framework-for-research-and-policy-making.html
Ware, P. (2017). Technology, new literacies, and language learners. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp.265-277). John Wiley.
Weikmann, T., & Lecheler, S. (2023). Visual disinformation in a digital age: A literature synthesis and research agenda. New Media & Society, 25(12), 3696-3713. https://doi.org/10.1177/14614448221141648
Williams, M. (2019, Oct. 21). Culture can wait: The importance of data literacy. EDUCAUSE Review. https://er.educause.edu/blogs/2019/10/culture-can-wait-the-importance-of-data-literacy
Wollscheid, S., Sjaastad, J., & Tømte, C. (2016). The impact of digital devices vs. Pen(cil) and paper on primary school students’ writing skills – A research review. Computers & Education, 95, 19-35
Yeh, H.-C., & Tseng, S.-S. (2020). Enhancing multimodal literacy using augmented reality. Language Learning & Technology, 24(1), 27-37. https://doi.org/10125/44706
Yi, Y. (2021). Establishing the concept of AI literacy: Focusing on competence and purpose. European Journal of Bioethics, 12(2), 353-368. https://doi.org/10.21860/j.12.2.8

Digital wellness (Digital wellbeing/Mental health)

Environment (E-waste)

Belkhir, L., & Elmeligi, A. (2018). Assessing ICT global emissions footprint: Trends to 2040 and recommendations. Journal of Cleaner Production, 177, 448-463. https://doi.org/10.1016/j.jclepro.2017.12.239
Bloomberg. (2024, Jun. 22). AI is already wreaking havoc on global power systems. Bloomberg. https://www.bloomberg.com/graphics/2024-ai-data-centers-power-grids/
Calma, J. (2024, Jan. 25). AI and crypto mining are driving up data centers’ energy use. The Verge. https://www.theverge.com/2024/1/24/24049047/data-center-ai-crypto-bitcoin-mining-electricity-report-iea
Calma, J. (2024, May 16). Microsoft’s AI obsession is jeopardizing its climate ambitions. The Verge. https://www.theverge.com/2024/5/15/24157496/microsoft-ai-carbon-footprint-greenhouse-gas-emissions-grow-climate-pledge
Cooper, T., Shapley, M., & Cole, C. (2020). Mobile phone waste and the circular economy. In R. Ling, L. Fortunati, G. Goggin, S. S. Lim & Y. Li (Eds.), The Oxford handbook of mobile communication and society (pp. 601-620). Oxford University Press.
Crawford, K. (2021). The atlas of AI: Power, politics, and the planetary costs of artificial intelligence. Yale University Press.
Crawford, K. (2024, Feb. 20). Generative AI’s environmental costs are soaring – and mostly secret. Nature. https://www.nature.com/articles/d41586-024-00478-x
Erdenesanaa, D. (2023, Oct. 11). A.I. could soon need as much electricity as an entire country. The New York Times, p. A8. https://www.nytimes.com/2023/10/10/climate/ai-could-soon-need-as-much-electricity-as-an-entire-country.html
Hao, K. (2019, Jun. 6). Training a single AI model can emit as much carbon as five cars in their lifetimes. MIT Technology Review. https://www.technologyreview.com/2019/06/06/239031/training-a-single-ai-model-can-emit-as-much-carbon-as-five-cars-in-their-lifetimes/
Hao, K. (2024, Mar. 1). AI is taking water from the desert. The Atlantic Monthly. https://www.theatlantic.com/technology/archive/2024/03/ai-water-climate-microsoft/677602/
Kilvert, N. (2021, Oct. 14). E-waste surges in 2021 as world sends goldmine to landfill. ABC News. https://www.abc.net.au/news/science/2021-10-14/e-waste-electronics-landfill-gold-landfill-recycling/100524744
Knox, J. (2019). What does the ‘postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1, 357-370. https://doi.org/10.1007/s42438-019-00045-y
Kukulska-Hulme, A., Wise, A. F., Coughlan, T., Biswas, G., Bossu, C., Burriss, S. K., Charitonos, K., et al. (2024). Innovating Pedagogy 2024. The Open University. https://iet.open.ac.uk/files/innovating-pedagogy-2024.pdf
Livingstone, G. (2023, Jul. 11). ‘It’s pillage’: Thirsty Uruguayans decry Google’s plan to exploit water supply. The Guardian. https://www.theguardian.com/world/2023/jul/11/uruguay-drought-water-google-data-center
Macgilchrist, F. (2021). Rewilding technology. On Education, 12. https://www.oneducation.net/no-12_december-2021/rewilding-technology/
Moss, S. (2019, Nov. 27). Pointless emails: They’re not just irritating – they have a massive carbon footprint. The Guardian. https://www.theguardian.com/technology/shortcuts/2019/nov/26/pointless-emails-theyre-not-just-irritating-they-have-a-massive-carbon-footprint
Nardi, B., Tomlinson, B., Patterson, D. J., Chen, J., Pargman, D., Raghavan, B., & Penzenstadler, B. (2018). Computing within limits. Communications of the ACM, 61(10), 86-93. https://doi.org/10.1145/3183582
Osiko, A. (2022, Nov. 15). Tackling the fastest growing waste stream: E-waste. GSMA Mobile for Development. https://www.gsma.com/mobilefordevelopment/blog/tackling-the-fastest-growing-waste-stream-e-waste/
Perrotta, C., Lim, C. P., Selwyn, N., Bennett, S., Dalgarno, B., Brown, C., Pillay, H., Jeong, H-S., Hunter, J., Pangrazio, L., Carvalho, L., Hartnett, M., Pegrum, M., Henderson, M., Twining, P., Dawson, P., Buchanan, R., Howard, S., & Prestridge, S. (2022). Consultation for the 2023 GEM Report on technology and education with a focus on the Asia-Pacific region. Faculty of Education Working Paper #1. Monash University. https://doi.org/10.26180/21114046
Pitron, G. (2023). The dark cloud: How the digital world is costing the earth. Scribe.
Selwyn, N. (2021). Ed-tech within limits: Anticipating educational technology in times of environmental crisis. E-learning and Digital Media, 18(5), 496-510. https://doi.org/10.1177/20427530211022951
Selwyn, N., & Aagaard, J. (2021). Banning mobile phones from classrooms – An opportunity to advance understandings of technology addiction, distraction and cyberbullying. British Journal of Educational Technology, 52(1), 8-19. https://doi.org/10.1111/bjet.12943
US Dept of Labor. (n.d.). From artisanal mines to electric cars: How does cobalt mined with child labor end up in rechargeable lithium-ion batteries? Exposing exploitation in global supply chains. https://www.dol.gov/agencies/ilab/reports/child-labor/list-of-goods/supply-chains/lithium-ion-batteries
Verma, P., & Tan, S. (2024, Sep. 18). A bottle of water per email: the hidden environmental costs of using AI chatbots. The Washington Post. https://www.washingtonpost.com/technology/2024/09/18/energy-ai-use-electricity-water-data-centers/
Vincent, J. (2024, Feb. 16). How much electricity does AI consume? The Verge. https://www.theverge.com/24066646/ai-electricity-energy-watts-generative-consumption
Werse, N. R. (2023). The quest to cultivate an ecocritical awareness in educational technology scholarship: A question of disciplinary focus in the age of environmental crisis. British Journal of Educational Technology, 54, 1878-1894. https://doi.org/10.1111/bjet.13327

E-portfolios

Andrews, T., & Cole, C. (2015). Two steps forward, one step back: The intricacies of engaging with eportfolios in nursing undergraduate education. Nurse Education Today, 35, 568-572.
Barrett, H. (ongoing). E-portfolios for learning. http://eportfoliosblog.blogspot.com.au/
Briggs, S. (2018, Jan. 18). Blockchain technology: Can it change education? informED. https://www.opencolleges.edu.au/informed/edtech-integration/blockchain-technology-education/
Burt, R., & Morris, K. (2020, Jun. 12). The complete guide to student digital portfolios. Campus Press. https://campuspress.com/student-digital-portfolios-guide/
Campbell, D.M., et al. (2014). Electronic portfolios. In D.M. Campbell et al, How to develop a professional portfolio: A manual for teachers (6th ed., pp.88-96.). Pearson.
Chang, C.-C., et al. (2014). Using e-portfolios to elevate knowledge amassment among university students. Computers & Education, 72, 187-195.
Eynon, B., Gambino, L., & Török, J. (2014). Completion, quality, and change: The difference e-portfolios make. Peer Review, 16(1). https://www.aacu.org/publications-research/periodicals/completion-quality-and-change-difference-e-portfolios-make
Haverkamp, J.J., & Vogt, M. (2015). Beyond academic evidence: Innovative uses of technology within e-portfolios in a Doctor of Nursing Practice program. Journal of Professional Nursing, 31(4), 284-289.
Lim, C.P., & Lee, J. C.-K. (2014). Teaching e-portfolios and the development of professional learning communities (PLCs) in higher education institutions. Internet and Higher Education, 20, 57-59.
Oakley, G., Pegrum, M., & Johnston, S. (2014). Introducing e-portfolios to pre-service teachers as tools for reflection and growth: Lessons learnt. Asia-Pacific Journal of Teacher Education, 42(1), 36-50.
Pegrum, M. (ongoing). E-portfolios. Digital learning. http://wp.me/P8xJjA-1rP
Rafeldt, L.A., Bader, H.J., Lesnick Czarzasty, N., Freeman, E., Ouellet, E., & Snayd, J.M. (2014). Reflection builds twenty-first-century professionals. Peer Review, 16(1). https://www.aacu.org/peerreview/2014/winter/reflection-builds-twenty-first-century-professionals
Shroff, R., & Linger, W. (2015). Using mobile devices/smartphones to generate creative e-portfolio content. In D. Churchill, T.K.F. Chiu & N.J. Gu (Eds.), Proceedings of the International Mobile Learning Festival 2015: Mobile Learning, MOOCs and 21st Century Learning (pp.229-240). IMLF.
Simatele, M. (2014). Enhancing the portability of employability skills using e-portfolios. Journal of Further and Higher Education, 39(6), 862-874.
Trevitt, C., Macduff, A., & Steed, A. (2014). [e]portfolios for learning and as evidence of achievement: Scoping the academic practice development agenda ahead. Internet and Higher Education, 20, 69-78.
Tur, G., & Marín, V.I. (2015). Exploring student students’ [sic] attitudes and beliefs towards e-portfolios and technology in education. Enseñanza & Teaching, 33(1), pp.57-82.
Winberg, C., & Pallitt, N. (2016). “I am trying to practice good teaching”: Reconceptualizing eportfolios for professional development in vocational highereducation. British Journal of Educational Technology [early view].
Yang, M., Tai, M., & Lim, C.P. (2015). The role of e-portfolios in supporting productive learning. British Journal of Educational Technology [early view].

Flipped approach

Baepler, P., Walker, J.D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE.
Bergmann, J., & Sams, A. (2013/2014, Dec./Jan.). Flipping for mastery. Educational Leadership, 24-29.
Chen, S-C., Yang, S.J.H., & Hsiao, C.-C. (2015). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology [early view].
Chen, Y., et al. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27.
Chuang, H.-H., Weng, C.-Y., & Chen, C.-H. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational Technology, 49(1), 56-68.
Clark, K.R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. JEO, 12(1). http://www.thejeo.com/Archives/Volume12Number1/Clark.pdf
COFA. (2014, Jul. 20). The flipped classroom. Learning to teach online. http://www.youtube.com/watch?v=0-gQVgtNU4w
EDUCAUSE. (2012). 7 things you should know about flipped classrooms. EDUCAUSE. http://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms
The Flipped Learning Network. (2014). Definition of flipped learning. Flip learning. http://flippedlearning.org/domain/46
Howitt, C., & Pegrum, M. (2015). Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign. Australasian Journal of Educational Technology, 31(4), 458-469. http://ajet.org.au/index.php/AJET/article/view/2439
Khan, S. (2012). The one world schoolhouse: Education reimagined. Hodder & Stoughton.
Mehring, J., & Leis, A. (Eds.). (2018). Innovations in flipping the language classroom: Theories and practices. Springer.
Sams, A. J. (2013). Flipped classroom meets mobile learning. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 259-267). Routledge.
Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354-369.
Yang, J., Yin, C., & Wang, W. (2018). Flipping the classroom in teaching Chinese as a foreign language. Language Learning & Technology, 22(1), 16-26. http://www.lltjournal.org/item/3027

Generative AI (ChatGPT)

Global South (Developing world)

Acharya, B. N., & Rana, K. (2024). How students and teachers voyaged from physical classroom to Emergency Remote Teaching in COVID-19 crisis: A case of Nepal. E-Learning and Digital Media, 21(2), 125-140. https://doi.org/10.1177/20427530231156166
Adam, T. (2019) Digital neocolonialism and massive open online courses (MOOCs): Colonial pasts and neoliberal futures. Learning, Media and Technology, 44(3), 365-380. https://doi.org/10.1080/17439884.2019.1640740
Azeitero, U. M., et al. (Eds.) (2015). E-learning and education for sustainability. Peter Lang.
British Council. (2015). Technology for professional development: Access, interest and opportunity for teachers of English in South Asia. Research report. British Council. http://englishagenda.britishcouncil.org/sites/ec/files/Digital%20Teachers%20Report_FINAL_LOW_RES.pdf
Garrett, F., et al. (2019). At the edge of the internet: Teaching coding and sustainability to Himalayan girls. Canadian Journal of Learning and Technology, 45(3). https://doi.org/10.21432/cjlt27864
GIZ. (2019). eLearning Africa Report 2019. https://www.elearning-africa.com/media_publications_report_2019.php
Hamilton, Z., Downer, M., & Acland, S. (2022). The digital worlds of displacement-affected communities: A cross-context study of how people affected by displacement use mobile phones. GSMA & UNHCR. https://www.gsma.com/mobilefordevelopment/the-digital-worlds-of-displacement-affected-communities/
Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2024). Technology use for teacher professional development in low- and middle-income countries: A systematic review. Computers and Education Open, 3. https://doi.org/10.1016/j.caeo.2022.100080
Hockly, N., Traxler, J., Johnson, M., et al. (2021). Supporting departments and ministries of education in Southern Africa with the remote delivery of English language teaching and learning during Covid-19: An evaluation of the impact of the ‘Learn on WhatsApp’ and ‘Learn on DBE TV’ projects. British Council. https://www.britishcouncil.org.za/sites/default/files/bc_leap_me_report.pdf
McDougall, P., Groenestege, M. T., Lindsey, D., & Sibthorpe, C. (2022, Sep.). Policy considerations to accelerate digital inclusion for women in low- and middle income countries. GSMA. https://www.gsma.com/mobilefordevelopment/resources/policy-considerations-to-accelerate-digital-inclusion-for-women-in-low-and-middle-income-countries/
Mitra, S. (2012). Beyond the hole in the wall: Discover the power of self-organized learning. TED Conferences.
Ndibalema, P. (2022). Constraints of transition to online distance learning in Higher Education Institutions during COVID-19 in developing countries: A systematic review. E-Learning and Digital Media, 19(6), 595–618. https://doi.org/10.1177/20427530221107510
Pei, X., & Chib, A. (2021). Beyond the gender (dis)empowerment dichotomy: The mobile phone as social catalyst for gender transformation in the Global South. New Media & Society, 23(3), 578-595. https://doi.org/10.1177/1461444820905295
Sarwari, K., Fawad Kakar, A., Golzar, J., & Abdullah Miri, M. (2022). Distance learning during COVID-19 in Afghanistan: Challenges and opportunities. E-learning and Digital Media, 19(2), 144-162. https://doi.org/10.1177/20427530211044757
Stark, L. (2020). Women, empowerment, and mobile phones in the developing world. In R. Ling, L. Fortunati, G. Goggin, S. S. Lim & Y. Li (Eds.), The Oxford handbook of mobile communication and society (pp. 529-543). Oxford University Press.
Tamimi, N., Kienzler, H., Hammoudeh, W., Khalawi, H., Regent, M., & Giacaman, R. (2021). Towards decolonising research methods training: The development of a locally responsive online learning course on research methods for mental health in war and conflict for researchers and practitioners in the Gaza Strip. Global Mental Health 8(e42), 1-17. https://doi.org/10.1017/gmh.2021.40
Thapaliya, M., Adhikari, S., & Rana, L. (2024). Opportunity in COVID-19 crisis: Moving away from chalk and talk to technology-integrated teaching in Nepalese higher education institutions. E-Learning and Digital Media, 21(1), 87-105. https://doi.org/10.1177/20427530231153944
Unwin, T. (2009). ICT4D: Information and communication technology for development. Cambridge University Press.
Unwin, T. (2013). The internet and development: A critical perspective. In W. H. Dutton, The Oxford handbook of internet studies (pp. 531-554). Oxford University Press.
Vosloo, S. (2018). Designing inclusive digital solutions and developing digital skills. UNESCO. http://unesdoc.unesco.org/images/0026/002655/265537E.pdf
Werse, N. R. (2023). The quest to cultivate an ecocritical awareness in educational technology scholarship: A question of disciplinary focus in the age of environmental crisis. British Journal of Educational Technology, 54, 1878-1894. https://doi.org/10.1111/bjet.13327
Zembylas, M. (2023). A decolonial approach to AI in higher education teaching and learning: strategies for undoing the ethics of digital neocolonialism. Learning, Media and Technology, 48(1), 25-37. https://doi.org/10.1080/17439884.2021.2010094

Hybrid learning (Blended learning/Hyflex learning)

Bayraktar, B. (2020, May 12). Tip: “HyFlex” – Hybrid flexible blended mode. Tips for teaching professors. https://higheredpraxis.substack.com/p/cetl-tip-hyflex-hybrid-flexible-blended
Blake, J. (2023, Jun. 21). Student and faculty perspectives on digital learning differ. Inside Higher Ed. https://www.insidehighered.com/news/tech-innovation/teaching-learning/2023/06/21/student-and-faculty-perspectives-digital-learning
Bower, M., Lee, M.J.W., & Dalgarno, B. (2017). Collaborative learning across physical and virtual worlds: Factors supporting and constraining learners in a blended reality environment. British Journal of Educational Technology, 48(2), 407-430.
Columbia CTL. (n. d.). Hybrid/HyFlex teaching & learning. https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/hyflex/
Conner, C. (2022, Aug. 16). A face-to-face approach to the online learning space. EDUCAUSE Review. https://er.educause.edu/articles/2022/8/a-face-to-face-approach-to-the-online-learning-space
EDUCAUSE. (2023). Online, in-person, or hybrid? Yes. [Showcase series.] https://www.educause.edu/showcase-series/2023/online-in-person-hybrid-yes
ELI. (2020). 7 things you should know about … the HyFlex course model. https://library.educause.edu/-/media/files/library/2020/7/eli7173.pdf
Farmer, H. (2020, Aug. 18). 6 models for blended synchronous and asynchronous online course delivery. EDUCAUSE Review. https://er.educause.edu/blogs/2020/8/6-models-for-blended-synchronous-and-asynchronous-online-course-delivery
Guppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J., & Bartolic, S. (2022). The post-COVID-19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries. British Journal of Educational Technology, 53(6), 1750-1765. https://doi.org/10.1111/bjet.13212
Lenze, L., & Costello, M. (2023). Changed by our journey: Engaging students through simulive learning. EDUCAUSE Review. https://er.educause.edu/articles/2023/4/changed-by-our-journey-engaging-students-through-simulive-learning
Lin, T.-C. (2022). Student learning performance and satisfaction with traditional face-to-face classroom versus online learning: Evidence from teaching Statistics for Business. E-learning and Digital Media, 19(3). https://doi.org/10.1177/20427530211059625
Martin, F., Polly, D., & Ritzhaupt, A. (2020, Sep. 8). Bichronous online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning
Martin, F., Swapna, K., Ritzhaupt, A., & Polly, D. (2024). Bichronous online learning: Perspectives, best practices, benefits, and challenges from award-winning online instructors. Online Learning, 28(2). https://doi.org/10.24059/olj.v28i2.3945
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video improves learning in higher education: A systematic review. Review of Educational Research, 91(2), 204-236. https://doi.org/10.3102/0034654321990713
Pellerin, M. (2024). Hybridization in the K-12 educational context and CALL for a digital and post-pandemic era. In R. Hampel & U. Stickler (Eds.), The Bloomsbury handbook of language learning and technology (pp. 431-445). Bloomsbury.
Pelletier, K., et al. (2023). 2023 EDUCAUSE Horizon Report (Teaching and Learning Edition). EDUCAUSE. https://library.educause.edu/resources/2023/5/2023-educause-horizon-report-teaching-and-learning-edition
Penrod, J. (2022, Mar. 25). Staying relevant: The importance of incorporating hyflex learning into higher education strategy. EDUCAUSE Review. https://er.educause.edu/articles/2022/3/staying-relevant-the-importance-of-incorporating-hyflex-learning-into-higher-education-strategy
Penrod, J. (2023, Feb. 22). Hybrid learning and space reimagination: Optimizing access and equity to promote student success. EDUCAUSE Review. https://er.educause.edu/articles/2023/2/hybrid-learning-and-space-reimagination-optimizing-access-and-equity-to-promote-student-success
Robert, J. (2022, Oct. 3). Modality preferences. In J. Robert, 2022 students and technology report: Rebalancing the student experience. https://www.educause.edu/ecar/research-publications/2022/students-and-technology-report-rebalancing-the-student-experience/modality-preferences
Robert, J., & Pelletier, K. (2022). 2022 EDUCAUSE Horizon action plan: Hybrid learning.
EDUCAUSE. https://library.educause.edu/resources/2022/10/2022-educause-horizon-action-plan-hybrid-learning
Rutherford, J. (2023, Aug. 16). The design of hybrid teaching environments: 10 questions answered. EDUCAUSE Review. https://er.educause.edu/articles/2023/8/the-design-of-hybrid-teaching-environments-10-questions-answered
Samson, P. (2022, Mar. 1). Students often prefer in-person classes … until they don’t. EDUCAUSE Review. https://er.educause.edu/articles/2022/3/students-often-prefer-in-person-classes-until-they-dont
Stevens, G. J., Bienz, T., Wali, N., Condie, J., & Schismenos, S. (2021). Online university education is the new normal: But is face-to-face better? Interactive Technology and Smart Education, 18(3), 278-297. https://doi.org/10.1108/ITSE-08-2020-0181

Learning analytics (Big data)

Aleven, V., et al. (2017). Instruction based on adaptive learning technologies. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (2^nd ed., pp. 522-559). Routledge.
Axelsen, M., Redmond, P., Henrich, E., & Henderson, M. (2020), Editorial: The evolving field of learning analytics research in higher education: From data analysis to theory generation, an agenda for future research. Australasian Journal of Educational Technology, 36(2). https://doi.org/10.14742/ajet.6266
boyd, d. (2016). Undoing the neutrality of big data. Florida Law Review Forum. http://www.floridalawreview.com/wp-content/uploads/Boyd_Response_Published.pdf
boyd, d., & Crawford, K. (2012). Critical questions for big data: Provocations for a cultural, technological, and scholarly phenomenon. Information, Communication & Society, 15(5), 662-679.
Briggs, S. (2014, Jan. 13). Big data in education: Big potential or big mistake? InformED. http://www.opencolleges.edu.au/informed/features/big-data-big-potential-or-big-mistake/
Bucher, T. (2018). If … then: Algorithmic power and politics. Oxford University Press.
Buckingham Shum, S. (2024). Editorial. Human-centred learning analytics. British Journal of Educational Technology, 55(3), 755-768. https://doi.org/10.1111/bjet.13442
Bull, S., & Wasson, B. (2016). Competence visualisation: Making sense of data from 21st-century technologies in language learning. ReCALL, 28(2), 147-165.
Cechinel, C., Maldonado-Mahauad, J., Munoz, R., & Ochoa, X. (2024). Editorial. Evidence-based learning analytics: Reusing and reapplying successful methods and techniques in real learning settings. British Journal of Educational Technology, 55(5), 1837-1840. https://doi.org/10.1111/bjet.13506
COFA. (2014, Jul. 20). Learning analytics to inform teaching practice. Learning to teach online. http://www.youtube.com/watch?v=LEivqxKKqt4
Corrin, L., Scheffel, M., & Gašević, D. (2020). Editorial. Learning analytics: Pathways to impact. Australasian Journal of Educational Technology, 36(6). https://doi.org/10.14742/ajet.6853
Cukurova, M., Giannakos, M., & Martinez‐Maldonado, R. (2020). The promise and challenges of multimodal learning analytics. British Journal of Educational Technology, 51(5), 1441-1449. https://doi.org/10.1111/bjet.13015
Daniel, B. (2014). Big data and analytics in higher education: Opportunities and challenges. British Journal of Educational Technology [early view].
de Freitas, S., Gibson, D., Du Plessis, C., Halloran, P., Williams, E., Ambrose, M., Dunwell, I., & Arnab, S. (2014). Foundations of dynamic learning analytics: Using university student data to increase retention. British Journal of Educational Technology [early view].
D’Ignazio, C., & Klein, L. F. (2020). Data feminism. MIT Press.
ELI. (2015). 7 things you should know about … personalized learning. EDUCAUSE. http://net.educause.edu/ir/library/pdf/eli7124.pdf
ELI. (2017). 7 things you should know about … developments in learning analytics. https://library.educause.edu/resources/2017/7/7-things-you-should-know-about-developments-in-learning-analytics
ELI [EDUCAUSE Learning Initiative]. (2019). 7 things you should know about … the comprehensive learner record. https://library.educause.edu/-/media/files/library/2019/1/eli7164.pdf
Fain, P. (2014, 13 Jun.). Learning to adapt. Insider Higher Ed. https://www.insidehighered.com/news/2014/06/13/profits-lead-way-adaptive-learning-becomes-more-popular
Gelan, A., Fastré, G., Verjans, M., Martin, N., Janssenswillen, G., Creemers, M., Lieben, J., et al. (2018). Affordances and limitations of learning analytics for computer-assisted language learning: A case study of the VITAL project. Computer Assisted Language Learning [early view].
Godwin-Jones, R. (2017). Data-informed language learning. Language Learning & Technology, 21(3), 9-27. http://www.lltjournal.org/item/3012
Godwin-Jones, R. (2017). Scaling up and zooming in: Big data and personalization in language learning. Language Learning & Technology, 21(1), 4-15. http://www.lltjournal.org/item/2979
Godwin-Jones, R. (2021). Big data and language learning: Opportunities and challenges. Language Learning & Technology, 25(1), 4-19. https://doi.org/10125/44747
Griffiths, D., & Hoel, T. (2016). Comparing xAPI and Caliper. Learning Analytics Review 7. LACE. http://www.laceproject.eu/learning-analytics-review/lace-review-7_comparing-xapi-and-caliper/
Guarcello, M., et al. (2021, Aug. 14). Discrimination in a sea of data: Exploring the ethical implications of student success analytics. EDUCAUSE Review. https://er.educause.edu/articles/2021/8/discrimination-in-a-sea-of-data-exploring-the-ethical-implications-of-student-success-analytics
Henke, N., et al. (2016, Dec.). The age of analytics: Competing in a data-driven world. McKinsey Global Institute. https://www.mckinsey.com/business-functions/mckinsey-analytics/our-insights/the-age-of-analytics-competing-in-a-data-driven-world
Jutting, C. (2016, Aug. 3). Universities are tracking their students: Is it clever or creepy? The Guardian. https://www.theguardian.com/higher-education-network/2016/aug/03/learning-analytics-universities-data-track-students
Kinshuk. (2015). Roadmap for adaptive and personalized learning in ubiquitous environments. In Kinshuk & R. Huang (Eds.), Ubiquitous learning environments and technologies (pp.1-13). Springer.
Kukutai, T., & Taylor, J. (2016). Indigenous data sovereignty: Toward an agenda. Australian National University Press. https://press-files.anu.edu.au/downloads/press/n2140/pdf/book.pdf
Lan, Y.-J., Chen, N.-S., & Sung, Y.-T. (2017). Guest editorial: Learning analytics in technology enhanced language learning. Educational Technology & Society, 20(2), 158-160.
Lim, C.P., & Tinio, V.L. (Eds.). (2018). Learning analytics for the global south. Foundation for Information Technology Education and Development. http://dl4d.org/portfolio-items/learning-analytics-for-the-global-south/
Linden, K., Hicks, B., & Teakel, S. (2022, Sep. 1). Weathering the storm: Targeted and timely analytics to support disengaged students. EDUCAUSE Review. https://er.educause.edu/articles/2022/9/weathering-the-storm-targeted-and-timely-analytics-to-support-disengaged-students
Lohr, S. (2015). Data-ism: Inside the big data revolution. Oneworld.
Lupton, D. (2017). Feeling your data: Touch and making sense of personal digital data. New Media & Society [early view].
Lupton, D., & Williamson, B. (2017). The datafied child: The dataveillance of children and implications for their rights. New Media & Society, 19(5), 780-794.
Marks, A., Al-Ali, M., & Rietsema, K. (2016). Learning management systems: A shift toward learning and academic analytics. International Journal of Emerging Technologies in Learning, 11(4), 77-82. http://online-journals.org/index.php/i-jet/article/view/5419
Márquez, L., Henríquez, V., Chevreux, H., Scheihing, E., & Guerra, J. (2024). Adoption of learning analytics in higher education institutions: A systematic literature review. British Journal of Educational Technology, 55(2), 439-459. https://doi.org/10.1111/bjet.13385
Marzouk, Z., et al. (2016). What if learning analytics were based on learning science? Australasian Journal of Educational Technology, 32(6), 1-18. https://ajet.org.au/index.php/AJET/article/view/3058
Mayer-Schonberger, V., & Cukier, K. (2013). Big data: A revolution that will transform how we live, work, and think. John Murray.
Mayer-Schonberger, V., & Cukier, K. (2014). Learning with big data: The future of education. Eamon Dolan.
McKenney, S., & Mor, Y. (2015). Supporting teachers in data-informed educational design. British Journal of Educational Technology, 46(2), 265-279.
Mor, Y., Ferguson, R., & Wasson, B. (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology, 46(2), 221-229.
Mottus, A., Kinshuk, Graf, S., & Chen, N.-S. (2015). Use of dashboards and visualization techniques to support teacher decision making. In Kinshuk & R. Huang (Eds.), Ubiquitous learning environments and technologies (pp.1-13). Springer.
Neroni, J. (2015). The Adult Learning Open University Determinants (ALOUD) study: Biological and psychological factors associated with learning performance in distance education. British Journal of Educational Technology, 46(5), 953-960.
Noble, S.U. (2018). Algorithms of oppression: How search engines reinforce racism. New York University Press.
Oldridge, M. (2017, Jan. 17). Algorithmic literacy. Medium. https://medium.com/@MatthewOldridge/algorithmic-literacy-1d9b5f087142
O’Neil, C. (2016). Weapons of math destruction: How big data increases inequality and threatens democracy. Allen Lane.
Pangrazio, L. (2024). Data harms: The evidence against education data. Postdigital Science and Education. https://doi.org/10.1007/s42438-024-00468-2
Pardo, A., et al. (2017). Using learning analytics to scale the provision of personalised feedback. British Journal of Educational Technology [early view].
Pasquale, F. (2015). The black box society: The secret algorithms that control money and information. Harvard University Press.
Pelletier, K., et al. (2022). 2022 EDUCAUSE Horizon report: Teaching and learning edition. https://bit.ly/3sNDHly
Pelletier, K., et al. (2023). EDUCAUSE Horizon Report: Holistic Student Experience Edition. EDUCAUSE. https://library.educause.edu/resources/2023/10/2023-educause-horizon-report-holistic-student-experience-edition
Persico, D., & Pozzi, F. (2015). Informing learning design with learning analytics to improve teacher inquiry. British Journal of Educational Technology, 46(2), 230-248.
Raković, M., et al. (2023). Learning analytics and assessment: Emerging research trends, promises and future opportunities. British Journal of Educational Technology, 54(1), 10-18. https://doi.org/10.1111/bjet.13301
Reinders, H., & Lan, Y. J. (2021). Big data in language education and research. Language Learning & Technology, 25(1), 1–3. http://hdl.handle.net/10125/44746
Siegel, E. (2016). Predictive analytics: The power to predict who will click, buy, lie, or die. John Wiley & Sons.
Stephens-Davidowitz, S. (2017). Everybody lies: What the internet can tell us about who we really are. Bloomsbury.
Tabuenca, B., Kalz, M., Drachsler, H., & Specht, M. (2015). Time will tell: The role of mobile learning analytics in self-regulated learning. Computers & Education, 89, 53-74.
Tarnoff, B. (2017, Aug. 23). Silicon Valley siphons our data like oil. But the deepest drilling has just begun. The Guardian. https://www.theguardian.com/world/2017/aug/23/silicon-valley-big-data-extraction-amazon-whole-foods-facebook
Thomas, M., Reinders, H. & Gelan, A. (2017). Learning analytics in online language learning: Challenges and future directions. In K. Hyland & L. Wong (Eds.) Faces of English. Routledge.
UNESCO. (2022). Minding the data: Protecting learners’ privacy and security. https://unesdoc.unesco.org/ark:/48223/pf0000381494
US Dept of Education. (2012). Enhancing teaching and learning through educational data mining and learning analytics: An issue brief. US Dept of Education. http://tech.ed.gov/wp-content/uploads/2014/03/edm-la-brief.pdf
Wang, T., & Cheng, E. C. K. (2022). Towards a tripartite research agenda: A scoping review of artificial intelligence in education research. In E. C. K. Cheng, R. B. Koul, T. Wang & X. Yu (Eds.), Artificial intelligence in education: Emerging technologies, models and applications. Lecture Notes on Data Engineering and Communications Technologies, vol. 104. Springer. https://doi.org/10.1007/978-981-16-7527-0_1
Williamson, B. (2017). Who owns educational theory? Big data, algorithms and the expert power of education data science. E-learning and Digital Media [early view].
Yu, Q., & Zhao, Y. (2015). The value and practice of learning analytics in computer assisted language learning. Studies in Literature and Language, 10(2), 90-96.

PICRAT

Borup, J., Graham, C. R., Short, C., & Shin, J. K. (2022). Designing the new normal: Enable, engage, elevate, and extend student learning. EDUCAUSE Review. https://er.educause.edu/articles/2022/1/designing-the-new-normal-enable-engage-elevate-and-extend-student-learning
Kimmons, R., Graham, C. R., and West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 1. https://citejournal.org/volume-20/issue-1-20/general/the-picrat-model-for-technology-integration-in-teacher-preparation/

PLNs (Personal/professional learning networks/environments/PLEs)

Ab Rashid, R., et al. (2016). Teachers’ informal learning via social networking technology. iJET, 11(10), 76-79.
Couros, A. (2010). Developing personal learning networks for open and social learning. In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 109-128). AU Press. http://www.aupress.ca/books/120177/ebook/06_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf
Greenhow, C., Staudt Willet, K. B., & Galvin, S. (2021). Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID-19. British Journal of Educational Technology, 52, 1434-1454. https://doi.org/10.1111/bjet.13097
Kearney, M., & Maher, D. (2019). Mobile learning in pre-service teacher education: Examining the use of professional learning networks. Australasian Journal of Educational Technology, 35(1). https://ajet.org.au/index.php/AJET/article/view/4073
Kearney, M., Maher, D., & Pham, L. (2019). Investigating pre-service teachers’ informally-developed online professional learning networks. Australasian Journal of Educational Technology, 36(1), 21-36. https://doi.org/10.14742/ajet.4766
Knutson, J. (2017, Jun. 25). From PLN to practice; Tips from 5 educators on personalizing your professional learning. Common Sense Education. https://www.commonsense.org/education/blog/from-pln-to-practice-tips-from-5-educators-on-personalizing-your-professional-learning
Krutka, D. G., Carpenter, J. P., & Trust, T. (2017). Enriching professional learning networks: A framework for identification, reflection and intention. TechTrends, 61, 246-252. http://dx.doi.org/10.1007/s11528-016-0141-5
Nielsen, L. [and Her Personal Learning Network]. (2016). Supporting student personal learning networks. Berry St Books.
Oddone, K., Hughes, H., & Lupton, M. (2019). Teachers as connected professionals: A model to support professional learning through personal learning networks. International Review of Research in Open and Distributed Learning, 20(3), 102-120. https://doi.org/10.19173/irrodl.v20i4.4082
Pegrum, M. (2015). VLEs or PLEs? Vignette in H. Reinders, Technology. In J.C Richards (Ed.), Key issues in language teaching (pp.634-664) [p.655]. Cambridge University Press.
Pegrum, M. (ongoing). PLEs. Digital learning. http://wp.me/P8xJjA-1rZ
Pegrum, M. (ongoing). PLNs. Digital learning. http://wp.me/P8xJjA-1s1
Richter, E., Carpenter, J. P., Meyer, A., & Richter, D. (2022). Instagram as a platform for teacher collaboration and digital social support. Computers & Education, 190. https://doi.org/10.1016/j.compedu.2022.104624
Schrock, K. (ongoing). Creating your personal learning network. Kathy Schrock’s guide to everything. http://www.schrockguide.net/creating-your-pln.html
Trust, T., Carpenter, J. P., & Krutka, D. G. (2017). Moving beyond silos: Professional learning networks in higher education. The Internet and Higher Education, 35(1), 1-11. http://dx.doi.org/10.1016/j.iheduc.2017.06.001
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). ‘Together we are better’: Professional learning networks for teachers. Computers & Education, 102, 15-34. http://dx.doi.org/10.1016/j.compedu.2016.06.007
Veletsianos, G. (2016). Social media in academia: Networked scholars. Routledge.

Postdigital

Biesta, G. (2022). World-centred education: A view for the present. Routledge. [NB: no direct reference to the postdigital but thematically highly relevant]
Jandrić, P. (2023). History of the postdigital: Invitation for feedback. Postdigital Science and Education, 5, 493-508. https://doi.org/10.1007/s42438-022-00345-w
Knox, J. (2019). What does the ‘postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1, 357-370. https://doi.org/10.1007/s42438-019-00045-y
Kuhn, C., Khoo, S. M., Czerniewicz, L., et al. (2023). Understanding digital inequality: A theoretical kaleidoscope. Postdigital Science and Education, 5, 894-932. https://doi.org/10.1007/s42438-023-00395-8
Pangrazio, L. (2024). Data harms: The evidence against education data. Postdigital Science and Education. https://doi.org/10.1007/s42438-024-00468-2
Traxler, J., Connor, S., Hayes, S., & Jandric, P. (2022). Futures studies, mobilities, and the postdigital condition: Contention or complement. Postdigital Science and Education, 4, 494-518. https://doi.org/10.1007/s42438-021-00245-5

Privacy

Blackmon, S. J., & Major, C. H. (2023). Editorial: Balancing student privacy and technology integration in higher education: Engagement, encroachment and interstitial spaces. British Journal of Educational Technology, 54, 1539-1541. https://doi.org/10.1111/bjet.13387
Citron, D. K. (2023). Under their eye: The surveilled student. Stanford Law Review, 76. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4552267
Costa, E. (2018). Affordances-in practice: An ethnographic critique of social media logic and context collapse. New Media & Society [online first].
Ho, L. (2017, Jul. 31). Naked in the garden: Privacy and the next generation digital learning environment. EDUCAUSE Review. https://er.educause.edu/articles/2017/7/naked-in-the-garden-privacy-and-the-next-generation-digital-learning-environment
Kaye, D. (2019). Speech police: The global struggle to govern the internet. Columbia Global Reports.
Lamoureux, E. L. (2016). Privacy, surveillance, and the new media you. Peter Lang.
Solove, D. J., Hartzog, W. (2024, Jan. 5). Kafka in the age of AI and the futility of privacy as control Boston University Law Review 1021. http://dx.doi.org/10.2139/ssrn.4685553
Susi, M. (Ed.). (2019). Human rights, digital society and the law: A research companion. Routledge.
Véliz, C. (2020). Privacy is power: Why and how you should take back control of your data. PRH.

Remote teaching (Emergency remote teaching/ERT)

Acharya, B. N., & Rana, K. (2024). How students and teachers voyaged from physical classroom to Emergency Remote Teaching in COVID-19 crisis: A case of Nepal. E-Learning and Digital Media, 21(2), 125-140. https://doi.org/10.1177/20427530231156166
Crompton, H., Burke, D., Jordan, K., & Wilson, S. W. G. (2021). Learning with technology during emergencies: A systematic review of K-12 education. British Journal of Educational Technology, 52(4), 1554-1575. https://doi.org/10.1111/bjet.13114
Doucet, A., Netolicky, D., Timmers, K., & Tuscano, F. J. (2020). Thinking about pedagogy in an unfolding pandemic: An independent report on approaches to distance learning during COVID-19 school closures. https://issuu.com/educationinternational/docs/2020_research_covid-19_eng
EdTech Hub. (2020, Sep.). The effect of Covid-19 on education in Africa and its implications for the use of technology: A survey of the experience and opinions of educators and technology specialists. https://www.elearning-africa.com/reports_surveys_COVID19.php
Ferdig, R. E. & Pytash, K. E. (Eds.). (2021). What teacher educators should have learned from 2020. AACE. https://www.learntechlib.org/p/219088/
Giannakis Koutina, C. (2022). Digital literacy in language education: The COVID-19 era of Cyprus. In C. Giannakis Koutina (Ed.), Transferring language learning and teaching from face-to-face to online settings (pp. 189-202). IGI Global.
Greenhow, C., & Lewin, C. (2021). Online and blended learning: Contexts and conditions for education in an emergency. British Journal of Educational Technology, 52(4), 1301-1305. https://doi.org/10.1111/bjet.13130
Greenhow, C., Staudt Willet, K. B., & Galvin, S. (2021). Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID-19. British Journal of Educational Technology, 52, 1434-1454. https://doi.org/10.1111/bjet.13097
Hartnett, M., Brown, C., Forbes, D., Gedera, D., & Datt, A. (2023). Enhanced or diminished attitudes: University students’ agency. Computers & Education, 198. https://doi.org/10.1016/j.compedu.2023.104773
Highman, L., & Kennedy, E. (2021). The age of online learning: Best practice in the evaluation of online education. University of Bath. https://doi.org/10.13140/RG.2.2.31880.90881
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, Mar. 27). The difference between Emergency Remote Teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Journal of Educators Online. (2023). Special edition: Post-Covid online teaching and learning research outcomes. https://www.thejeo.com/archive/2023_20_2
Lowenthal, P. R., et al. (2020). Thinking beyond Zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 383-391.
MacKinnon, G., & MacLean, T. (2023). Emergency Remote Teaching: The challenges associated with a context of second language instruction. Canadian Journal of Learning and Technology, 49(1). https://doi.org/10.21432/cjlt28277
Meinck, S., Fraillon, J., & Strietholt, R. (2022). The impact of the COVID-19 pandemic on education: International evidence from the Responses to Educational Disruption Survey (REDS). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000380398
Miao, F., & Holmes, W. (2021). Beyond disruption: Technology enabled learning futures. 2020 edition of Mobile Learning Week. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000377753
Moore, S., Trust, T., Lockee, B., Bond, A., & Hodges, C. (2021, Nov. 10). One year later . . . and counting: Reflections on Emergency Remote Teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2021/11/one-year-later-and-counting-reflections-on-emergency-remote-teaching-and-online-learning
Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97. https://doi.org/10.1016/j.system.2020.102431
O’Dea, X., & Stern, J. (2022). Editorial: Virtually the same?: Online higher education in the post Covid-19 era. British Journal of Educational Technology, 53(3), 437-442. https://doi.org/10.1111/bjet.13211
Sarwari, K., Fawad Kakar, A., Golzar, J., & Abdullah Miri, M. (2022). Distance learning during COVID-19 in Afghanistan: Challenges and opportunities. E-learning and Digital Media, 19(2), 144-162. https://doi.org/10.1177/20427530211044757
Sytnykova, Y., Shlenova, M., Kyrpenko, Y., Kyrpenko, V., Konoplenko, N., & Hrynchenko, I. (2023). Teaching technologies online: Changes of experience in wartime in Ukraine. International Journal of Emerging Technologies in Learning, 18(18), 165-176. https://doi.org/10.3991/ijet.v18i18.40491
Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 education and education technology ‘solutionism’: A seller’s market. Postdigitital Science and Education, 2, 863-878. https://doi.org/10.1007/s42438-020-00164-x
Thapaliya, M., Adhikari, S., & Rana, L. (2024). Opportunity in COVID-19 crisis: Moving away from chalk and talk to technology-integrated teaching in Nepalese higher education institutions. E-Learning and Digital Media, 21(1), 87-105. https://doi.org/10.1177/20427530231153944
Thomas, M. (2021). Epilogue: Critical project-based learning and moving forwards in the post-pandemic university. In M. Thomas & K. Yamazaki (Eds.), Project-based language learning and CALL: From virtual exchange to social justice (pp. 263-274). Equinox.
Thomas, M., & Yamazaki, K. (2021). Introduction: Projects, pandemics and the re-positioning of digital language learning. In M. Thomas & K. Yamazaki (Eds.), Project-based language learning and CALL: From virtual exchange to social justice (pp. 1-18). Equinox.
Traxler, J., Scott, H., Smith, M., & Hayes, S. (2021). Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic. EdTech Hub. https://docs.edtechhub.org/lib/CD9IAPFX/download/5N87EV2E/Traxler%20et%20al.%20-%202020%20-%20Learning%20through%20the%20crisis%20Helping%20decision-maker.pdf
Trust, T., Carpenter, J. P., Krutka, D. G., & Kimmons, R. (2020). #RemoteTeaching and #RemoteLearning: Educator tweeting during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 151-159. https://www.learntechlib.org/primary/p/216094/

Safety

Banaji, S., & Bhat, R. (2022). Social media and hate. Routledge.
Blank, G., & Lutz, C. (2018). Benefits and harms from internet use: A differentiated analysis of Great Britain. New Media & Society, 20(2), 618-640.
Caballero-Julia, D., et al. (2024). Unpacking the relationship between screen use and educational outcomes in childhood: A systematic literature review. Computers & Education, 215. https://doi.org/10.1016/j.compedu.2024.105049
Di Meco, L. (2023, Feb.). Monetizing misogyny: Gendered disinformation and the undermining of women’s rights and democracy globally. #ShePersisted. https://she-persisted.org/wp-content/uploads/2023/02/ShePersisted_MonetizingMisogyny.pdf
Englander, E. K. (2020). 25 myths about cyberbullying. John Wiley & Sons.
Evangelio, C., Rodríguez-González, P., Fernández-Río, J., & Gonzalez-Villora, S. (2022). Cyberbullying in elementary and middle school students: A systematic review. Computers & Education, 176. https://doi.org/10.1016/j.compedu.2021.104356
Klein, J. (2019). Bullying: A reference handbook. ABC-CLIO.
Livingstone, S., & Haddon, L. (Eds). (2009). Kids online. Opportunities and risks for children. Policy Press.
Meeuwisse, R. (2017). Cybersecurity for beginners (2nd ed.). Cyber Simplicity.
Moss, T. (2017, Aug. 14). Cyberhate and beyond: Tara Moss at The National Press Club. Tara Moss. http://taramoss.com/tara-moss-cyberhate-beyond-national-press-club/
Ozkaya, E. (2019). Cybersecurity: The beginner’s guide. Packt.
Patchin, J.W., & Hinduja, S. (2017). Digital self-harm among adolescents. Journal of Adolescent Health [in press].
Pegrum, M. (ongoing). Digital safety & wellness. Digital learning. http://wp.me/P8xJjA-1C
Schaub Jr., G. (Ed.). (2018). Understanding cybersecurity: Emerging governance and strategy. Rowman & Littlefield.
Schneier, B. (ongoing). Schneier on security. https://www.schneier.com/
The US Surgeon General. (2023). Social media and youth mental health: The US Surgeon General’s advisory. https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf
Weinstein, E., & James, C. (2022). Behind their screens: What teens are facing (and adults are missing). MIT Press.

SAMR

Cochrane, T., Narayan, V., & Antonczak, L. (2016). A framework for designing collaborative learning environments using mobile AR. Journal of Interactive Learning Research, 27(4), 293-316.
Common Sense Media. (2014). Introduction to the SAMR model. https://www.commonsensemedia.org/videos/introduction-to-the-samr-model
Common Sense Media. (2015). Rethinking lesson activities with the SAMR model. https://www.graphite.org/users/kelly-mendoza/boards/rethinking-lesson-activities-with-the-samr-model
Crompton, H., & Burke, D. (2020). Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework. Computers & Education, 156. https://doi.org/10.1016/j.compedu.2020.103945
Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433-441. https://doi.org/10.1007/s11528-016-0091-y
Love, C. (2015, Jul. 23). SAMR: A model without evidence. Charlie Love.org. https://charlielove.org/?p=10025
Magana, S. (2017). Disruptive classroom technologies: A framework for innovation in education. Corwin.
Pegrum, M. (ongoing). Learning design. Digital learning. https://markpegrum.com/learning-design/
Puentedura, R. R. (2011, Dec. 8). A brief introduction to TPCK and SAMR: Workshop slides. Ruben R. Puentedura’s weblog. http://www.hippasus.com/rrpweblog/archives/2011/12/08/BriefIntroTPCKSAMR.pdf
Puentedura, R. (2012, Sep. 14). Building upon SAMR. Presentation at Presbyterian Ladies’ College, Perth. [Overview by M. Pegrum at: http://elanguage.edublogs.org/2012/09/15/building-upon-samr-ruben-puentedura/]
Puentedura, R. (2014). SAMR and Bloom’s Taxonomy: Assembling the puzzle. Common Sense Graphite.
https://www.graphite.org/blog/samr-and-blooms-taxonomy-assembling-the-puzzle

Surveillance (Educational surveillance/Tracking/Censorship)

Bauman, Z., & Lyon, D. (2013). Liquid surveillance: A conversation. Polity.
Berners-Lee, T. (2017, Mar. 12). I invented the web. Here are three things we need to change to save it. The Guardian. https://www.theguardian.com/technology/2017/mar/11/tim-berners-lee-web-inventor-save-internet
Botsman, R. (2017, Oct. 21). Big data meets Big Brother as China moves to rate its citizens. Wired. http://www.wired.co.uk/article/chinese-government-social-credit-score-privacy-invasion
Cao, Y., et al. (2018) Orderliness predicts academic performance: Behavioural analysis on campus lifestyle. Journal of the Royal Society Interface, 15. http://doi.org/10.1098/rsif.2018.0210
Cao Y., Gao J., & Zhou T. (2019) Orderliness of campus lifestyle predicts academic performance: A case study in Chinese university. In H. Baumeister & C. Montag (Eds.), Digital phenotyping and mobile sensing: Studies in neuroscience, psychology and behavioral economics. Springer. https://doi.org/10.1007/978-3-030-31620-4_8
Cheney-Lippold, J. (2017). We are data: Algorithms and the making of our digital selves. New York University Press.
Chun, R. (2018, Apr.). China’s new frontiers in dystopian tech. The Atlantic. https://www.theatlantic.com/magazine/archive/2018/04/big-in-china-machines-that-scan-your-face/554075/
Citron, D. K. (2023). Under their eye: The surveilled student. Stanford Law Review, 76. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4552267
Couldry, N., & Mejias, U. A. (2019). The costs of connection: How data is colonizing human life and appropriating it for capitalism. Stanford University Press.
Crawford, K. (2021). The atlas of AI: Power, politics, and the planetary costs of artificial intelligence. Yale University Press.
Dwyer, T. (2020). Privacy from your mobile devices? Algorithmic accountability, surveillance capitalism, and the accumulation of personal data. In R. Ling, L. Fortunati, G. Goggin, S. S. Lim & Y. Li (Eds.), The Oxford handbook of mobile communication and society (pp. 547-562). Oxford University Press.
Electronic Frontier Foundation [US]. (ongoing). http://www.eff.org/
Electronic Frontiers Australia. (ongoing). http://www.efa.org.au/
ELI (EDUCAUSE Learning Initiative). (2018). 7 things you should know about … GDPR. https://library.educause.edu/resources/2018/5/7-things-you-should-know-about-gdpr
Ess, C. (2020). Digital media ethics (3rd ed.). Polity.
Geiger M., Wilhelm O. (2019). Computerized facial emotion expression recognition. In H. Baumeister & C. Montag (Eds.), Digital phenotyping and mobile sensing: Studies in neuroscience, psychology and behavioral economics (pp. 31-44). https://doi.org/10.1007/978-3-030-31620-4_3
Global Voices. (ongoing). http://www.globalvoicesonline.org/
Harcourt, B.E. (2015). Exposed: Desire and disobedience in the digital age. Harvard University Press.
Hargittai, E., & Marwick, A. (2016). ‘What can I really do?’: Explaining the privacy paradox with online apathy. International Journal of Communication, 10, 3737-3757.
Hayama, T., Odate, H. & Ishida, N. (2020). Classification of student’s in-class behavior using a desktop pressure sensor. International Journal on E-Learning, 19(4), 383-395.
Hvistendahl, M. (2017, Dec. 14). Inside China’s vast new experiment in social ranking. Wired. https://www.wired.com/story/age-of-social-credit/
Knox, J. (2019). What does the ‘postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1, 357-370. https://doi.org/10.1007/s42438-019-00045-y
Kostka, G. (2019). China’s social credit systems and public opinion: Explaining high levels of approval. New Media & Society, 21(7), 1565-1593. https://doi.org/10.1177/1461444819826402
Lamoureux, E. L. (2016). Privacy, surveillance, and the new media you. Peter Lang.
Lawrence, C. (2017, Jun. 1). Facial recognition tech makes it official: There is no privacy anymore. ReadWrite. https://readwrite.com/2017/06/01/facial-recognition-tech-privacy-dl1/
Lessig, L. (2008). Remix: Making art and commerce thrive in the hybrid economy. Bloomsbury.
Li, J., Shen, Y., Dai, W., & Fan, B. (2022). Design of student management system based on smart campus and wearable devices. In E. C. K. Cheng, R. B. Koul, T. Wang & X. Yu (Eds.), Artificial intelligence in education: Emerging technologies, models and applications. Lecture Notes on Data Engineering and Communications Technologies, 104. Springer. https://doi.org/10.1007/978-981-16-7527-0_11
Lim, H., Kim, S., Chung, K.-M., Lee, K., Kim, T., & Heo, J. (2022). Is college students’ trajectory associated with academic performance? Computers & Education, 178. https://doi.org/10.1016/j.compedu.2021.104397
Liu, S., Liu, S., Liu, Z., Peng, X., & Yang, Z. (2022). Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement. Computers & Education, 181. https://doi.org/10.1016/j.compedu.2022.104461
MacKinnon, R. (2012). Consent of the networked: The worldwide struggle for internet freedom. Basic Books.
Mejias, U. A. (2020, Sep. 8). Why we need a non-aligned technologies movement. Al Jazeera. https://www.aljazeera.com/indepth/opinion/aligned-technologies-movement-200907090048112.html
Pasquale, F. (2015). The black box society: The secret algorithms that control money and information. Harvard University Press.
Pomerantz, J. (2015). Metadata. MIT Press.
Saul, R., & Burkholder, C. (2019) Schooling futures in tension: On competing discourses at a technology education summit. Journal of Curriculum and Pedagogy, 16(3), 299-320. https://doi.org/10.1080/15505170.2019.1611679
Schneier, B. (2015). Data and Goliath: The hidden battles to collect your data and control your world. W. W. Norton.
Selwyn, N., Hillman, T., Bergviken Rensfeldt, A., & Perrotta, C. (2021). Digital technologies and the automation of education – Key questions and concerns. Postdigital Science and Education. https://doi.org/10.1007/s42438-021-00263-3
Silverman, J. (2015). Terms of service: Social media and the price of constant connection. Harper Perennial.
Skidelsky, R. (2023). The machine age: An idea, a history, a warning. Allen Lane.
Turow, J. (2021). The voice catchers: How marketers listen in to exploit your feelings, your privacy, and your wallet. Yale University Press.
UNESCO. (2022). Minding the data: Protecting learners’ privacy and security. https://unesdoc.unesco.org/ark:/48223/pf0000381494
Wachter-Boettcher, S. (2017). Technically wrong: Sexist apps, biased algorithms, and other threats of toxic tech. W. W. Norton.
Yao, H., Lian, D., Cao, Y., Wu, Y., & Zhou, T. (2019). Predicting academic performance for college students: A campus behaviour perspective. arXiv. https://arxiv.org/abs/1903.06726v1
Yu, H., Zhang, G., Liu, J., & Li, K. (2019). Intelligent knowledge service system based on depression monitoring of college students. International Journal of Emerging Technologies in Learning, 14(12), 71-84. https://online-journals.org/index.php/i-jet/article/view/10702
Zuboff, S. (2019). The age of surveillance capitalism: The fight for a human future at the frontier of power. PublicAffairs.

T3

Magana, S. (2017). Disruptive classroom technologies: A framework for innovation in education. Corwin.
Magana, S. (2017). Imagining the future. https://www.youtube.com/watch?v=RTQjEPmex8E
Magana, S. (2019). Disrupting low-impact technology use: Aligning visible learning and the T3 framework for innovation. Corwin. https://maganaeducation.com/wp-content/uploads/2019/06/Magana_Disrupting-Low-Impact-Technology-Use_FINAL.pdf

TPACK

Angeli, C., Valanides, N., & Christodoulou, A. (2016). Theoretical considerations of technological pedagogical content knowledge. In M.C. Herring, M.J. Koehler & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (pp.11-33). Routledge.
Blackwell, C.K., Lauricella, A.R., & Wartella, E. (2016). The influence of TPACK contextual factors on early childhood educators’ tablet computer use. Computers & Education, 98, 57-69.
Brianza, E., Schmid, M., Tondeur, J., & Petko, D. (2022). Situating TPACK: A systematic literature review of context as a domain of knowledge. Contemporary Issues in Technology and Teacher Education, 22(4), 707-753. https://citejournal.org/volume-22/issue-4-22/general/situating-tpack-a-systematic-literature-review-of-context-as-a-domain-of-knowledge
Chai, C.S., Tan, L., Deng, F., & Koh, J.H.L. (2017). Examining pre-service teachers’ design capacities for web-based 21^st century new culture of learning. Australasian Journal of Educational Technology, 33(2), 129-142. https://ajet.org.au/index.php/AJET/article/viewFile/3013/1419
Chua Reyes Jr., V. et al. (2017). Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers. Computers & Education, 115, 1-19.
Dalal, M., Archambault, L., & Shelton, C. (2021). Fostering the growth of TPACK among
international teachers of developing nations through a cultural exchange program. Australasian Journal of Educational Technology, 37(1), 43–56. https://doi.org/10.14742/ajet.5964
Deng, G., & Zhang, J. (2023). Technological pedagogical content ethical knowledge (TPCEK): The development of an assessment instrument for pre-service teachers. Computers & Education, 197. https://doi.org/10.1016/j.compedu.2023.104740
Drummond, A., & Sweeney, T. (2016). Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures? British Journal of Educational Technology [early view].
Herring, M.C., Koehler, M.J., & Mishra, P. (Eds.). (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators. Routledge.
Istenic Starcic, A., Cotic, M., Solomonides, I., & Volk, M. (2016). Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), 29-50.
Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and Technology Acceptance Model. Educational Technology & Society, 21(3), 48-59. https://www.jstor.org/stable/26458506
Kali, Y., et al. (2019). Teaching expertise reconsidered: The Technology, Pedagogy, Content and Space (TPeCS) knowledge framework. British Journal of Educational Technology, 50(5), 2162-2177. https://doi.org/10.1111/bjet.12847
Kavanoz, S., GülruYüksel, H., & Özcan, E. (2015). Pre-service teachers’ self-efficacy perceptions on Web Pedagogical Content Knowledge. Computers & Education, 85, 94-101.
Kimmons, R. (2015). Examining TPACK’s theoretical future. Journal of Technology and Teacher Education, 23(1), 53-77.
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). Routledge.
Li, G., Sun, Z., & Jee, Y. (2019). The more technology the better? A comparison of teacher student interaction in high and low technology use elementary EFL classrooms in China. System, 84, 24-40. https://doi.org/10.1016/j.system.2019.05.003
Magana, S. (2017). Disruptive classroom technologies: A framework for innovation in education. Corwin.
Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT and generative AI. Journal of Digital Learning in Teacher Education, 39(4). https://doi.org/10.1080/21532974.2023.2247480
Puentedura, R. R. (2011, Dec. 8). A brief introduction to TPCK and SAMR: Workshop slides. Ruben R. Puentedura’s weblog. http://www.hippasus.com/rrpweblog/archives/2011/12/08/BriefIntroTPCKSAMR.pdf
Rahimi, M., & Pourshahbaz, S. (2019). English as a foreign language teachers’ TPACK: Emerging research and opportunities. IGI Global.
Saubern, R., Henderson, M., Heinrich, E., & Redmond, P. (2020). TPACK – time to reboot? Australasian Journal of Educational Technology, 36(3), 1-9. https://doi.org/10.14742/ajet.6378
Schmid, M., Brianza, E., Mok, S. Y., & Petko, D. (2024). Running in circles: A systematic review of reviews on technological pedagogical content knowledge (TPACK). Computers & Education, 214. https://doi.org/10.1016/j.compedu.2024.105024
TPACK.org. (ongoing). http://www.tpack.org/

Video

Lowenthal, P. R., et al. (2020). Thinking beyond Zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 383-391.
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video improves learning in higher education: A systematic review. Review of Educational Research, 91(2), 204-236. https://doi.org/10.3102/0034654321990713
Pi, Z., Liu, W., Ling, H., Zhang, X., & Li, X. (2023). Does an instructor’s facial expressions override their body gestures in video lectures? Computers & Education, 193. https://doi.org/10.1016/j.compedu.2022.104679
Sondermann, C., & Merkt, M. (2023). Like it or learn from it: Effects of talking heads in educational videos. Computers & Education, 193. https://doi.org/10.1016/j.compedu.2022.104675
Truss, A., McBride, K., Porter, H., Anderson, V., Stilwell, G., Philippou, C., & Taggart, A. (2024). Learner engagement with instructor-generated video. British Journal of Educational Technology, 55(5), 2192-2211. https://doi.org/10.1111/bjet.13450

Last update: November 2024.