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Publications on digital learning

Home Keeping up with digital learningPublications on digital learning
Introduction21st century skillsAcceptanceAIAssessmentAttentionBig dataBlended learningBlogsCALLCensorshipChatCode literacyCollective intelligenceCommunity of inquiryCommunity of practiceComputational thinkingConstructivismCopyrightCritical literacyCultureCybersecurityData visualisationDeveloping worldDigital divideDigital literaciesDigital nativesDigital storytellingDiscussion boardsE-portfoliosE-wasteFacebookFlipped approachFolksonomiesGamificationGamingHealthHypertext literacyIMInformation literacyInformation managementLearning analyticsLibrarianshipLMSsMedia literacyMental healthMicrobloggingmindfulnessMobile learningMOOCsMultimedia literacyMultimodal literacyMultitaskingNetwork literacyNormalisationOERsParticipatory literacyPedagogyPLEsPLNsPodcastingPrivacyRemix literacyReputationRSSSafetySearchSocial mediaSocial networkingSocial sharingSociopolitical issuesSurveillanceT3TaggingTextspeakTPACK & SAMRTwitterVideosVirtual worldsVLEsVodcastingVoIPWeb 1.0Web 2.0Web 3.0WikipediaWikisYoung learnersYouthYouTube

This webpage contains references – academic, journalistic and practical – on many aspects of digital learning. It is an older companion page to the more specific and more frequently updated Publications on Mobile Learning webpage. If you spot broken links or would like to suggest additional inclusions, please feel free to contact me.

Introduction

21st century skills

    • Barber, M., Donnelly, K., & Rizvi, S. (2012, Aug.). Oceans of innovation: The Atlantic, the Pacific, global leadership and the future of education. London: Institute for Public Policy Research. http://www.ippr.org/images/media/files/publication/2012/09/oceans-of-innovation_Aug2012_9543.pdf
    • Finger, G. (2015). Creativity, visualisation, collaboration and communication. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions. Port Melbourne, VIC: 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. London: Hodder & Stoughton.
    • Lonka, K., Makkonen, J., Litmanen, T., Berg, M., Hietajärvi, L., Kruskopf, M., Lammassaari, H., et al. (2017). Road to 21st century competence: Evaluation framework for transversal competences in the Finnish curriculum. Helsinki: Microsoft.
    • Robinson, K. (2011). Out of our minds: Learning to be creative (revised ed.). Chichester: 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.
    • Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. Thousand Oaks, CA: Corwin.

Acceptance

    • 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. Port Melbourne, VIC: Cambridge University Press.
    • Huntington, H. & Worrell, T. (2013). Information Communication Technologies in the Classroom: Expanding TAM to Examine Instructor Acceptance and Use. Journal of Educational Multimedia and Hypermedia, 22(2), 147-164. http://www.editlib.org/p/41348
    • James, R. (2014). ICT’s participatory potential in higher education collaborations: Reality or just talk. British Journal of Educational Technology, 45(4), 557-570.
    • 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
    • Park, S.Y., Nam, M.-W., & Cha, S.-B. (2012). University students’ behavioural intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592-605.
    • 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. 
    • 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

See also: Big data.

    • 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. Cambridge, MA: MIT Press.
    • Aoun, J.E. (2017). Robot-proof: Higher education in the age of artificial intelligence. Cambridge, MA: 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: Oxford University Press.
    • Brockman, J. (Ed.). (2015). What to think about machines that think: Today’s leading thinkers on the age of machine intelligence. New York: Harper Perennial.
    • Buduma, N., & Lacascio, N. (2017). Fundamentals of deep learning: Designing next-generation machine intelligence algorithms. Sebastopol, CA: O’Reilly Media.
    • 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
    • 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
    • Davenport, T.H., & Kirby, J. (2016). Only humans need apply: Winners and losers in the age of smart machines. Harper Business.
    • Eadiccico, L. (2017). Command performance. In K. Kennedy & C. Mifsud (Eds.), Artificial intelligence: The future of humankind. New York: Time.
    • 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.
    • Frankish, K., & Ramsey, W.M. (2014). The Cambridge handbook of artificial intelligence. Cambridge: Cambridge University Press.
    • Futurism. (ongoing). Artificial intelligence. https://futurism.com/artificialintelligence/
    • Harari, Y.N. (2017). Homo deus: A brief history of tomorrow. London: Vintage.
    • Heaton, J. (2013). Artificial intelligence for humans volume 1: Fundamental algorithms. Heaton Research.
    • 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
    • Kaku, M. (2014). The future of the mind: The scientific quest to understand, enhance and empower the mind. London: Penguin.
    • Kaplan, J. (2015). Humans need not apply: A guide to wealth and work in the age of artificial intelligence. New Haven, CT: Yale University Press.
    • Kaplan, J. (2016). Artificial intelligence: What everyone needs to know. Oxford: Oxford University Press.
    • Kasparov, G. (2017). Deep thinking: Where machine intelligence ends and human creativity begins. London: 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/
    • 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/
    • Kurzweil, R. (2005). The singularity is near: When humans transcend biology. London: Duckworth Overlook.
    • Kurzweil, R. (2013). How to create a mind: The secret of human thought revealed. London: Duckworth Overlook.
    • Luckin, R., Holmes, W., Griffiths, M., & Forcier, L.B. (. (2016). Intelligence unleashed: An argument for AI in education. London: 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. New York: Liveright.
    • Mackenzie, A. (2017). Machine learners: Archaeology of a data practice. Cambridge, MA: 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/
    • Papagiannis, H. (2017). Augmented human: How technology is shaping the new reality. Sebastopol, CA: O’Reilly Media.
    • Parloff, R. (2017). The deep-learning revolution. In K. Kennedy & C. Mifsud (Eds.), Artificial intelligence: The future of humankind. New York: Time.
    • Pullen, J.P. (2017). A lesson in communication. In K. Kennedy & C. Mifsud (Eds.), Artificial intelligence: The future of humankind. New York: Time.
    • Rainie, L., & Anderson, J. (2017, Feb. 8). Code-dependent: Pros and cons of the algorithm age. Washington, DC: 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. Washington, DC: Pew Research Center. http://www.pewinternet.org/2017/05/03/the-future-of-jobs-and-jobs-training/
    • Russell, S.J., & Norvig, P. Artificial intelligence: A modern approach (3rd ed.). Upper Saddle River, NJ: Pearson.
    • Sandberg, A. (2015). Ethics of brain emulation. Journal of Experimental & Theoretical Artificial Intelligence, 26(3), 439-457.
    • Scoble, R., & Israel, S. (2017). The fourth transformation: How augmented reality and artificial intelligence change everything. Patrick Brewster Press.
    • Shanahan, M. (2015). The technological singularity. Cambridge, MA: MIT Press.
    • Somers, J. (2013, Nov.). The man who would teach machines to think. The Atlantic. http://www.theatlantic.com/magazine/archive/2013/11/the-man-who-would-teach-machines-to-think/309529/
    • Tegmark, M. (2017). Life 3.0: Being human in the age of artificial intelligence. Alfred A. Knopf.
    • Warwick, K. (2012). Artificial intelligence: The basics. London: Routledge.

Assessment

See also: E-portfolios.

    • 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.
    • Cennamo, K.S., Ross, J.D., & Ertmer, P.A. (2010). Assessment and evaluation. In K.S. Cennamo, J.D. Ross & P. Ertmer, Technology integration for meaningful classroom use: A standards-based approach (pp.161-188). Belmont, CA: Wadsworth.
    • Chwo, G.S.M. (2015). Empowering EIL learning with a web 2.0 resource: An initial finding from the cross campus Storybird feedback study. Computers & Education, 84, 1-7.
    • Cope, B., & Kalantzis, M. (2013). Introduction: New media, new learning and new assessments. E-learning and digital media, 10(4). http://www.wwwords.co.uk/pdf/freetoview.asp?j=elea&vol=10&issue=4&year=2013&article=1_Introduction_ELEA_10_4_web
    • Cowie, N., & Sakui, K. (2015). Assessment and e-learning: Current issues and future trends. JALTCALL Journal, 11(3), 271-281. http://journal.jaltcall.org/articles/11_3_Cowie.pdf
    • Farrell, T., & Rushby, N. (2016). Assessment and learning technologies: An overview. British Journal of Educational Technology, 47(1), 106-120.
    • Fjørtoft, H. (2020). Multimodal digital classroom assessments. Computers & Education, 152. https://doi.org/10.1016/j.compedu.2020.103892
    • Gruba, P., & Clark, C. (2013). Formative assessment within social network sites for language learning. In M. Lamy & K. Zourou (Eds.), Social networking for language education (pp.177-193). London: Palgrave Macmillan.
    • Leakey, J. (2011). Evaluating computer-assisted language learning. Peter Lang.
    • Mwanza-Simwami, D., Kukulska-Hulme, A., Clough, G., Whitelock, D., Ferguson, R., & Sharples, M. (2011). Methods and models of next generation technology enhanced learning. White paper. Alpine Rendezvous, 28-29 March 2011, La Clusaz, France. http://oro.open.ac.uk/29056/1/Methods_and_models_of_next_generation_TEL.pdf
    • Newhouse, C.P. (2015). Making learning visible through digital forms of assessment. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions. Port Melbourne, VIC: Cambridge University Press.
    • Nikou, S.A., & Economides, A.A. (2013). Mobile assessment: State of the art. In Z.L. Berge & L.Y. Muilenburg (Eds.), Handbook of mobile learning (pp.346-355). New York: Routledge.
    • Pachler, N., & Daly, C. (2011). E-assessment, e-portfolios, quality assurance and the student experience. In N. Pachler & C. Daly, Key issues in e-learning: Research and practice. London: Continuum.
    • Palloff, R.M., & Pratt, K. (2008). Assessing the online learner: Resources and strategies for faculty. Hoboken: Jossey-Bass. http://www.brookings.edu/papers/2012/01_education_technology_winthrop.aspx
    • Pegrum, M. (2017). Foreword: Promoting diversity through e-portfolios. In T. Chaudhuri & B. Cabau (Eds.), E-portfolios in higher education: A multidisciplinary approach. Singapore: Springer.
    • Pegrum, M., & Oakley, G. (2017). The changing landscape of e-portfolios: Reflections on 5 years of implementing e-portfolios in pre-service teacher education. In T. Chaudhuri & B. Cabau (Eds.), E-portfolios in higher education: A multidisciplinary approach. Singapore: Springer.
    • Rowley, J. (Ed.). (2017). ePortfolios in Australian universities. Singapore: Springer.
    • 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.
    • White, G. (2011). Assessment through technology. DERN, 12 May. http://dern.org.au/index.php/comment/assessment-through-technology [free registration required]
    • Yang, M., Tai, M., & Lim, C.P. (2016). The role of e-portfolios in supporting productive learning. British Journal of Educational Technology, 47(6), 1276-1286.

Attention (information overload)

See also: Mindfulness.

    • Bell, V. (2010). Don’t touch that dial! A history of media technology scares, from the printing press to Facebook. Slate, 15 Feb.
    • Berg, M., & Seeber, B. K. (2016). The slow professor: Challenging the culture of speed in the academy. University of Toronto Press.
    • Boulous Walker, M. (2016). Slow philosophy: Reading against the institution. Bloomsbury Academic.
    • boyd, d. (2017, Jan. 6). Hacking the attention economy. Points. https://points.datasociety.net/hacking-the-attention-economy-9fa1daca7a37
    • Carr, N. (2010). The shallows: What the internet is doing to our brains. New York: W.W. Norton.
    • Common Sense Education. (2019). Dealing with digital distraction in the classroom. Common Sense Education. https://www.commonsense.org/education/videos/dealing-with-digital-distraction-in-the-classroom
    • Doctorow, C. (2011). Information overload? Time to relax then. The Guardian, 22 Feb.
    • Feal, R. (2003). Hypotext: Slow writing for a digital world. MLA Newsletter, winter, 5.
    • Frith, U. (2020). Fast lane to slow science. Trends in Cognitive Sciences, 24(1), 1-2. https://doi.org/10.1016/j.tics.2019.10.007
    • Gazzaley, A., & Rosen, L.D. (2016). The distracted mind: Ancient brains in a high-tech world. Cambridge, MA: MIT Press.
    • Hine, D. (2014, Mar. 6). What good is information? Aeon. http://aeon.co/magazine/living-together/the-problem-with-too-much-information/
    • Jackson, M. (2009). Distracted: The erosion of attention and the coming dark age. New York: Prometheus.
    • Johnson, C.A. (2011). The information diet. http://www.youtube.com/watch?v=lNFNOSzik14
    • Johnson, C.A. (2011). The information diet: A case for conscious consumption. Sebastopol, CA: O’Reilly Media.
    • Lacy, M. (2014). The slow book revolution: Creating a new culture of reading on college campuses and beyond. Santa Barbara, CA: ABC-CLIO.
    • Miedema, J. (2009). Slow reading. Litwin Books.
    • Mikics, D. (2013). Slow reading in a hurried age. Harvard University Press.
    • Naish, J. (2008). Enough information. In J. Naish, Enough: Breaking free from the world of more (pp.14-48). London: Hodder & Stoughton.
    • Newkirk, T. (2011). Art of slow reading. Heinemann Educational Books.
    • Rheingold, H. (2011). Infotention part one: Getting ahead of info overload. http://www.youtube.com/watch?v=tAdOQCgwi2c
    • Shirky, C. (2008). It’s not information overload. It’s filter failure. Web 2.0 Expo NY 2008. http://www.youtube.com/watch?v=LabqeJEOQyI
    • Stone, L. (2008, Jan. 9). Fine dining with mobile devices. The Huffington Post. http://www.huffingtonpost.com/linda-stone/fine-dining-with-mobile-d_b_80819.html
    • Stone, L. (2009, Nov. 30). Beyond simple multi-tasking: Continuous partial attention. Linda Stone. http://lindastone.net/2009/11/30/beyond-simple-multi-tasking-continuous-partial-attention/
    • Stone, L. (2009). SIME 2009. [Interview on continuous partial attention.] http://www.youtube.com/watch?v=7YCSBEhPVA0
    • Tishman, S. (2017). Slow looking: The art and practice of learning through observation. Routledge.

Blended 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.
    • e-Learning Centre. (2006). Library: Blended learning. http://www.e-learningcentre.co.uk/eclipse/Resources/blended.htm
    • Garrison, R. (2007). Blended learning in higher education: Framework, principles and guidelines. San Francisco: Jossey-Bass.
    • Littlejohn, A., & Pegler, C. (2007). Preparing for blended e-learning. New York: Routledge.
    • Sharma, P., & Barrett, B. (2007). Blended learning: Using technology in and beyond the language classroom. Oxford: Macmillan.

Blogs

    • Arshavskaya, E. (2017). Becoming a language teacher: Exploring the transformative potential of blogs. System, 69, 15-25.
    • Boxer, S. (2008). Ultimate blogs: Masterworks from the wild web. Vintage.
    • boyd, d. (2005). Blogging outloud: Shifts in public voice. Paper presented at LITA Conference. http://www.danah.org/papers/LITA.html
    • Bradley, P. (2007). Weblogs. In P. Bradley, How to use web 2.0 in your library (pp.35-51). London: Facet.
    • Bradnock, M. (2007). Blogs and bytes. School Library Association.
    • Bruns, A., & Jacos, J. (2006). Uses of Blogs. Peter Lang.
    • Burt, R., Waters, S., & Morris, K. (2017, Oct. 9), 100+ ideas and prompts for student blogging. The Edublogger. https://theedublogger.edublogs.org/2017/10/09/100-ideas-and-prompts-for-student-blogging/
    • Camilleri, M., et al. (2008). Blogs: Web journals in language education. Council of Europe.
    • Coombs, K.A., & Griffey, J. (2008). Library blogging. Linworth.
    • Crawford, W. (2008). Academic library blogs: 231 examples. CreateSpace.
    • Davies, C. (2014, Aug. 4). Why blogging is so valuable in the elementary classroom. A learning life for me. http://alearninglifeforme.edublogs.org/2014/08/04/why-blogging-is-so-valuable-in-the-elementary-classroom
    • Engdahl, S.L. (2008). Blogs. Greenhaven Press.
    • Glogowski, K. (ongoing). Blog of proximal development. http://www.teachandlearn.ca/blog/
    • Godwin-Jones, R. (2003). Emerging technologies. Blogs and wikis: environments for on-line collaboration. LLT, 7(2), 12-16. http://llt.msu.edu/vol7num2/pdf/emerging.pdf
    • Godwin-Jones, R. (2011). Mobile apps for language learning. LLT, 15(2), 2-11. http://llt.msu.edu/issues/june2011/emerging.pdf
    • Green, T.D., Brown, A., & Robinson, L. (2008). Making the most of the web in your classroom: A teacher’s guide to blogs, podcasts, wikis, pages, and sites. Thousand Oaks: Corwin.
    • Hudson, D.L. (2008). Blogging. Chelsea House.
    • Jones, L.C., & Holland, A. (2013). Who blogs? Understanding the correlation of personality and blogging in cultural discussions. In P. Hubbard, M. Schulze & B. Smith (Eds.), Learner-computer interaction in language education (pp.92-117). San Marcos, TX: CALICO.
    • Khan, A. (2017). Blog-based professional development of English teachers in Mumbai: The potential of innovative practice under scrutiny. AJET, 33(4), 88-106. https://ajet.org.au/index.php/AJET/article/view/2784
    • Loewenstein, A. (2008). The blogging revolution. Melbourne University Press.
    • O’Byrne, B., & Murrell, S. (2013). Evaluating multimodal literacies in student blogs. British Journal of Educational Technology [early view].
    • Pegrum, M. (ongoing). Blogs. Markpegrum.com. https://markpegrum.com/tools-for-digital-learning/blogs/
    • Richardson, W. (2008). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Corwin.
    • Rosenberg, S. (2009). Say everything: How blogging began, what it’s becoming, and why it matters. New York: Crown.
    • Sauers, M. (2006). Blogging and RSS: A librarian’s guide. Information Today.
    • Selfridge, B., & Selfridge, P. (2008). A teen’s guide to creating web pages and blogs. Prufrock Press.
    • Stanley, G. (2006). Redefining the blog: From composition class to flexible learning. In E. Hanson-Smith & S. Rilling (Eds.), Learning languages through technology (pp.187-200). TESOL.
    • Stauffer, T. (2007). How to do everything with your web 2.0 blog. McGraw-Hill Osborne.
    • Warlick, D. (2007). Classroom blogging (2nd ed.). Lulu.com.

CALL (Computer-assisted language learning)

See also: Publications on Mobile Learning.

    • Barr, D., Bañados, E., & Gimeno, A. (2019). Proceedings WorldCALL 2018, Concepción, 13-16 November, 2018: CALLing all the CALLers worldwide. Concepción: Universidad de Concepción. http://www.worldcall5.org/images/WorldCALL_2018_Proceedings_compressed.pdf
    • Bione, T., & Cardoso, W. (2020). Synthetic voices in the foreign language context. Language Learning & Technology, 24(1), 169-186. https://doi.org/10125/44715
    • Blake, R.J. (2008). Brave new digital classroom: Technology and foreign language learning. Washington, DC: Georgetown UP.
    • Blake, R.J. (2009). The use of technology for second language distance learning. The Modern Language Journal, 93, 822-835.
    • Blin, F. (2016). Towards an ‘ecological’ CALL theory: Theoretical perspectives and their instantiation in CALL research. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology. Florence: Taylor & Francis.
    • Borau, K., Ulrich, C., Feng, J., & Shen, R. (2009). Microblogging for language learning: Using Twitter to train communicative and cultural competence. In M. Spaniol, Q. Li, R. Klamma, & R.W.H. Lau (Eds.), Advances in web based learning – ICWL 2009: 8th International Conference, Aachen, Germany, August 19-21, 2009 Proceedings (pp.78-87). Berlin: Springer.
    • Brandl, K. (2012). Principles and guidelines for task design in CMC learning. In F. Zhang (Ed.), Computer-enhanced and mobile-assisted language learning: Emerging issues and trends (pp.1-33). Hershey, PA: Information Science Reference.
    • Carhill-Poza, A. (2017). Re-examining English language teaching and learning for adolescents through technology. System, 67, 111-120.
    • Chapelle, C.A. (2009). The relationship between second language acquisition theory and computer-assisted language learning. The Modern Language Journal, 93, 741-753.
    • Chapelle, C.A. (2017). Evaluation of technology and language learning. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp.378-392). John Wiley.
    • Chapelle, C.A., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer-assisted language learning. Pearson.
    • Chiu, Y.-H. (2013). Computer-assisted second language vocabulary instruction: A meta-analysis. British Journal of Educational Technology, 44(2), E52-E56.
    • Chun, D. (2006). CALL technologies for L2 reading. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp.69-98). San Marcos, TX: CALICO.
    • Cutrim Schmid, E. (2017). Teacher education in computer-assisted language learning: A sociocultural and linguistic perspective.  London: Bloomsbury.
    • de Groot, F.O. (2017). Tracing the potential of out-of-class digitally mediated language learning practice back to the classroom: A nexus of practice perspective. In M. Carrier, R.M. Damerow & K.M. Bailey (Eds.), Digital language learning and teaching: Research, theory, and practice. New York: Routledge.
    • Digital games for language learning: Challenges and opportunities. Special issue of ReCALL. (2012).
    • Dooly, M. (2018). ‘I do which the question’: Students’ innovative use of technology resources in the language classroom. Language Learning & Technology, 22(1), 184-217. http://www.lltjournal.org/item/3024
    • Ducate, L., & Arnold, N. (Eds.). (2006). Calling on CALL: From theory and research to new directions in foreign language teaching. San Marcos, TX: CALICO.
    • Egbert, J., et al. (2011). Moving forward: Anecdotes and evidence guiding the next generation of CALL. International Journal of Computer-Assisted Language Learning and Teaching, 1(1), 1-15.
    • ELI (EDUCAUSE Learning Initiative). (2018). 7 things you should know about … natural language processing. https://library.educause.edu/resources/2018/3/7-things-you-should-know-about-natural-language-processing
    • Fotos, S., & Browne, C.M. (Eds.). New perspectives on CALL for second language classrooms. LEA.
    • Garrett, N. (2009). Computer-assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93,719-740.
    • Godwin-Jones, R. (2016). Emerging technologies. Looking back and ahead: 20 years of technologies for language learning. Language Learning & Technology, 20(2), 5-12. http://llt.msu.edu/issues/june2016/emerging.pdf
    • Gonglewski, M., & DuBravac, S. (2006). Multiliteracy: Second language literacy in the multimedia environment. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp.43-68). San Marcos, TX: CALICO.
    • Grantham O’Brien, M. (2006). Teaching pronunciation and intonation with computer technology. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp.127-148). San Marcos, TX: CALICO.
    • Healey, D. (2016). Language learning and technology. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology. Florence: Taylor & Francis.
    • Heift, T. (2017). History and key developments in intelligent computer-assisted language learning (ICALL). In S. Thorne & S. May (Eds.), Language, Education and Technology, Encyclopedia of Language and Education (pp.289-300). Springer.
    • Heift, T., & Chapelle, C.A. (2011). Language learning through technology. In S. Gass & A. Mackey (Eds.), Handbook of second language acquisition (pp.555-570). Routledge.
    • Heift, T., & Schulze, M. (2012). Errors and intelligence in computer-assisted language learning: Parsers and pedagogues. Routledge.
    • Hockly, N. (2016). Focus on learning technologies. Oxford: Oxford University Press.
    • Hockly, N., & Clandfield, L. (2010). Teaching online: Tools and techniques, options and opportunities. Peaslake, Surrey: Delta.
    • Hockly, N., & Dudeney, G. (2017). Digital learning in 2020. In M. Carrier, R.M. Damerow & K.M. Bailey (Eds.), Digital language learning and teaching: Research, theory, and practice. New York: Routledge.
    • Hubbard, P. (ongoing). An invitation to CALL: Foundations of computer-assisted language learning.  http://web.stanford.edu/~efs/callcourse2/
    • Hubbard, P. (2017). Foundations of computer-assisted language learning. In J.-B. Son & S. Windeatt (Eds.), Language teacher education and technology: Approaches and practices (pp.153-167). London: Bloomsbury.
    • Hubbard, P., & Levy, M. (2016). Theory in computer-assisted language learning research and practice. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology. Florence: Taylor & Francis.
    • Hubbard, P., Schulze, M., & Smith, B. (Eds.) (2013). Learner-computer interaction in language education. San Marcos, TX: CALICO.
    • Jarvis, H. (2012). Computers and learner autonomy: Trends and issues. London: British Council. http://englishagenda.britishcouncil.org/sites/ec/files/B208_ELTRP%20Jarvis%20Report_AW.pdf
    • Kenning, M.-M. (2007). ICT and language learning: From print to the mobile phone. Palgrave Macmillan.
    • Kern, R. (2010). Technology and language learning. In J. Simpson (Ed.), The Routledge handbook of applied linguistics (pp.200-214). New York: Routledge.
    • Kozar, O., & Benson, P. (2016). Language pedagogy and the changing landscapes of digital technology. System, 62, 1-2.
    • Kukulska-Hulme, A., & Pegrum, M. (2018). Linguistic diversity in online and mobile learning. In A. Creese & A. Blackledge (Eds.), Handbook on language and superdiversity (pp.518-532). London: Routledge.
    • Lafford, B.A. (2009). Toward an ecological CALL: Update to Garrett (1991). The Modern Language Journal, 93, 673-696.
    • Lai, C. (2017). Autonomous language learning with technology: Beyond the classroom. London: Bloomsbury.
    • Lamy, M.N., Hampel, R. (2007). Online communication in language learning and teaching. London: Palgrave Macmillan.
    • Lamy, M.-N., & Zourou, K. (Eds.). (2013). Social networking for language education. London: Palgrave Macmillan.
    • Leakey, J. (2011). Evaluating computer-assisted language learning. Peter Lang.
    • Levy, M. (2009). Technologies in use for second language learning. The Modern Language Journal, 93, 769-782.
    • Levy, M., & Stockwell, G. (2006). Emergent and established CALL. In M. Levy & G. Stockwell, CALL dimensions: Options and issues in computer assisted language learning (pp.239-253). Mahwah: Lawrence Erlbaum.
    • Li, L. (2014). Understanding language teachers’ practice with educational technology: A case from China. System, 46, 105-119.
    • Lomicka, L., & Lord, G. (2016). Social networking and language learning. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology. Florence: Taylor & Francis.
    • Luke, C.L. (2006). Situating CALL in the broader methodological context of foreign language teaching and learning: Promises and possibilities. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp.21-41). San Marcos, TX: CALICO.
    • Meskill, C., & Anthony, N. (2010). Teaching languages online. Bristol: Multilingual Matters.
    • Motteram, G. (Ed.). (n.d.). Innovations in learning technologies for English language teaching. London: British Council. http://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
    • Motteram, G. (Ed.). Teaching and technology: Case studies from India. New Delhi: British Council. https://englishagenda.britishcouncil.org/sites/default/files/attachments/teaching_and_technology_case_studies_from_india_final_low_res_new.pdf
    • Nicolson, M., Murphy, L., & Southgate, M. (2011). Language teaching in blended contexts. Edinburgh: Dunedin Academic Press.
    • Otto, S.E.K. (2017). From past to present: A hundred years of technology for L2 learning. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp.10-25). John Wiley.
    • Payne, J.S., & Ross, B.M. (2005). Synchronous CMC, working memory, and L2 oral proficiency development. Language Learning & Technology, 9(3), 35-54.
    • Peachey, N. (2012, May 15). Technology can sometimes be wasted on English language teaching. The Guardian. ​
    • Pegrum, M. (2009). Communicative networking & linguistic mashups on web 2.0. In M. Thomas (Ed.)., Handbook of research on web 2.0 and second language learning (pp.20-41). Hershey, PA: Information Science Reference.
    • Petersen, K., & Sachs, R. (2016). The language classroom in the age of networked learning. In R.P. Leow, L. Cerezo & M. Baralt (Eds.), A psycholinguistic approach to technology and language learning (pp.3-22). Berlin: De Gruyter.
    • Ramati, I., & Pinchevski, A. (2018). Uniform multilingualism: A media genealogy of Google Translate. New Media & Society, 20(7), 2550-2565.
    • Razagifard, P. (2013). The impact of text-based CMC on improving L2 oral fluency. Journal of Computer-Assisted Learning, 29, 270-279.
    • Reinders, H. & Stockwell, G. (2017). Computer-assisted SLA. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp.361-375). New York: Routledge.
    • Sauro, S. (2016). Does CALL have an English problem? Language Learning & Tehcnology, 20(3), 1-8. http://www.lltjournal.org/item/2960
    • Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competence. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp.459-472). John Wiley.
    • Sockett, G. (2013). Understanding the online informal learning of English as a complex dynamic system: an emic approach. ReCALL, 25(1), 48-62.
    • Son, J.-B. (2017). CALL research, practice and teachers’ roles. In J.-B. Son & S. Windeatt (Eds.), Language teacher education and technology: Approaches and practices (pp.51-62). London: Bloomsbury.
    • Son, J.-B. (2018). Teacher development in technology-enhanced language teaching. Palgrave Macmillan.
    • Son, J.-B., & Windeatt, S. (2017). Teacher training in computer-assisted language learning: Voices of teacher educators. In J.-B. Son & S. Windeatt (Eds.), Language teacher education and technology: Approaches and practices (pp.1-17). London: Bloomsbury.
    • Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge: Cambridge University Press.
    • Steel, C. & Levy, M. (2013). Language students and their technologies: Charting the evolution 2006-2011. ReCALL, 25(3).
    • Stockwell, G. (Ed.). (2012). Computer-assisted language learning: Diversity in research and practice. Cambridge: Cambridge University Press.
    • Sykes, J.M. (2005). Synchronous CMC and pragmatic development: Effects of oral and written chat. CALICO Journal, 22(3), 399-431. https://calico.org/html/article_142.pdf
    • Tanghe, S., & Park, G. (2016). “Build[ing] something which alone we could not have done”: International collaborative teaching and learning in languageteacher education. System, 57, 1-13.
    • Thomas, M., Reinders, H., & Warschauer, M. (Eds.). (2013). Contemporary computer-assisted language learning. London: Bloomsbury.
    • Thorne, S.L. (2013). Language learning, ecological validity, and innovation under conditions of superdiversity. Bellaterra Journal of Teaching & Learning Language & Literature, 6(2), 1-27. http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1002&context=wll_fac
    • Thorne, S.L., Black, R.W., & Sykes, J.M. (2009). Second language use, socialization, and learning in internet interest communities and online gaming. The Modern Language Journal, 93, 802-821.
    • Thouesny, S., & Bradley, L. (2011). Second language teaching and learning with technology: Views of emergent researchers. Research-publishing.net.
    • Ushioda, E., & Dörnyei, Z. (2009). Motivation, language identities and the L2 self: A theoretical overview. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self. Clevedon: Multilingual Matters.
    • Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C.M. Browne (Eds.), New perspectives on CALL for second language classrooms (pp.15-26). Mahwah, NJ: Lawrence Erlbaum.
    • Warschauer, M., Black, R., & Chou, Y-L. (2010). Online Englishes. In A. Kirkpatrick (Ed.), The Routledge handbook of World Englishes (pp.490-505). Abingdon, Oxon: Routledge.
    • Warschauer, M., & Liaw, M.-L. (2013). Emerging technologies in adult literacy and language education. National Institute for Literacy.
    • Zheng, B., & Warschauer, M. (2015). Participation, interaction, and academic achievement in an online discussion environment. Computers & Education, 84, 78-89.
    • Zheng, D., & Newgarden, K. (2012). Rethinking language learning: Virtual worlds as a catalyst for change.International Journal of Learning and Media, 3(2), 13-36.
    • Ziegler, N.E., & Feucht, F.C. (2012). Technology and second language learning: Developmental recommendations for early-childhood education. In S. Blake, D. Winsor & L. Allen (Eds.), Technology and young children: Bridging the communication-generation gap (pp.151-179). Hershey, PA: Information Science Reference.
    • Zou, B. (2013). Computer-assisted foreign language teaching and learning: Technological advances. Hershey, PA: Information Science Reference.

Collective intelligence

    • Bruns, A. (2008). Blogs, Wikipedia, Second Life, and beyond: From production to produsage. New York: Peter Lang.
    • Center for Collective Intelligence. MIT. http://cci.mit.edu/
    • Fischer, G. (2011). Understanding, fostering, and supporting cultures of participation. ACM Interactions XVIII.3, 42-53. http://l3d.cs.colorado.edu/~gerhard/papers/2011/interactions-coverstory.pdf
    • Jenkins, H. (2006). Convergence culture: Where old and new media collide. NYU Press.
    • Jenkins, H., Ford, S., & Green, J. (2013). Spreadable media: Creating value. New York: NYU Press.
    • Jenkins, H., Ito, M., & boyd, d. (2016). Participatory culture in a networked era: A conversation on youth, learning, commerce, and politics. Cambridge: Polity.
    • Johnson, S. (2010). Where good ideas come from: The natural history of innovation. New York: Riverhead.
    • Johnson, S. (2010). Where good ideas come from. http://www.youtube.com/watch?v=NugRZGDbPFU
    • Jones, C. (2015). Networked learning. Berlin: Springer.
    • Leadbeater, C. (2008). We-Think. Profile.
    • Lynch, P. (2016). The internet of us: Knowing more and understanding less in the age of big data. New York: Liveright.
    • McAfee, A., & Brynjolfsson, E. (2017). Machine, platform, crowd: Harnessing our digital future. New York: W.W. Norton.
    • Morville, P. (2014). Intertwingled: Information changes everything. Semantic Studios.
    • Mulgan, G. (2018). Big mind: How collective intelligence can change our world. Princeton, NJ: Princeton University Press.
    • Rheingold, H. (2012). Mind Amplifier. New York: TED.
    • Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press.
    • Shirky, C. (2008). Here comes everybody: The power of organizing without organizations. Allen Lane.
    • Shirky, C. (2010). Cognitive surplus: Creativity and generosity in a connected age. New York: The Penguin Press.
    • Sunstein, C.R. (2006). Infotopia: How many minds produce knowledge. Oxford: OUP.
    • Thompson, C. (2013). Smarter than you think: How technology is changing our minds for the better. London: William Collins.
    • Weinberger, D. (2011).  Too big to know: Rethinking knowledge now that the facts aren’t the facts, experts are everywhere, and the smartest person in the room is the room. New York: Basic Books.
    • Weinberger, D. (2012). 13 ways the internet is making us smarter. The Huffington Post, 23 Jan. http://www.huffingtonpost.com/david-weinberger/internet-makes-us-smarter_b_1225187.html

Community of inquiry

    • Garrison, D.R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. JALN, 11(1), 61-72. http://sloanconsortium.org/sites/default/files/v11n1_8garrison.pdf
    • Garrison, D.R., & Anderson, T. (2011). Community of inquiry. In E-learning in the 21st century: A framework for research and practice (2nd ed., pp.19-29). New York: Routledge.
    • Motteram, G. (2009). Social computing and teacher education: An agenda for course development. Innovation in Language Learning and Teaching, 3(1), 83-97.

Community of practice

    • Gray, B. (2004). Informal learning in an online community of practice. Journal of Distance Education, 19(1), 20-35. http://www.jofde.ca/index.php/jde/article/view/103
    • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
    • Solomon, G., & Schrum, L. (2007). Communities of practice. In G. Solomon & L. Schrum, Web 2.0: New tools, new schools (pp.103-106). Eugene: ISTE.
    • Wenger, E. (1998). Introduction: A social theory of learning. In E. Wenger, Communities of practice: Learning, meaning, and identity (pp.3-15). Cambridge: Cambridge University Press.
    • Wenger, E., McDermott, R., & Snyder, W.M. (2002). Cultivating communities of practice. Boston: 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). Hillsdale, NJ: Lawrence Erlbaum.
    • Felix, U. (2005). E-learning pedagogy in the third millennium: The need for combining social and cognitive constructivist approaches. ReCALL, 17: 85-100.
    • Finger, G., et al. (2007). Table 4.2: Framework I – The ‘isms’ of education. In G. Finger et al., Transforming learning with ICT: Making it happen (pp.118-120). Frenchs Forest: Pearson.
    • Murphy, E. (1997). Constructivism: From philosophy to practice. http://www.ucs.mun.ca/~emurphy/stemnet/cle.html
    • Phillips, D.C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(7), 5-12.
    • Roblyer, M.D., & Doering, A.H. (2010). Theory and practice: Foundations for effective technology integration. In Integrating Educational Technology into Teaching (pp.33-44). Boston: Allyn & Bacon.
    • Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
    • Wiley, D. (2003). The coming collision between automated instruction and social constructivism. http://kb.osu.edu/dspace/handle/1811/26

Copyright

Discussion >

    • Doctorow, C. (2014). Information doesn’t want to be free: Laws for the internet age. San Francisco: McSweeney’s.
    • Ess, C. (2020). Digital media ethics (3rd ed.). Cambridge: Polity..
    • Hobbs, R. (Ed.). (2018). The Routledge companion to media education, copyright, and fair use. New York: Routledge.
    • Patry, W. (2009). Introduction. In W. Patry, Moral panics and the copyright wars (pp.xv-xxiv). New York: OUP.
    • Vaidhyanathan, S. (2001). Copyrights and copywrongs: The rise of intellectual property and how it threatens creativity. New York: New York UP.
International >

Australia >

Hong Kong >

Singapore >

USA >

    • Aufderheide, P. (2013). Copyright and fair use in m-learning. In Z.L. Berge & L.Y. Muilenburg (Eds.), Handbook of mobile learning (pp.417-426). New York: Routledge.
    • EFF. (n.d.). Teaching copyright. http://www.teachingcopyright.org/
    • Hobbs, R. (2010). Copyright matters for 21st-century learning. In R. Hobbs, Copyright clarity: How fair use supports digital learning. Thousand Oaks, CA: Corwin/NCTE.

Culture

    • Belz, J.A., & Müller-Hartmann, A. (2003). Teachers as intercultural learners: Negotiating German-American telecollaboration along the institutional faultline. The Modern Language Journal, 87(1), 71-89.
    • Botes, E., Gottschling, J., Stadler, M., & Greiff, S. (2020). A systematic narrative review of International Posture: What is known and what still needs to be uncovered. System, 90. https://doi.org/10.1016/j.system.2020.102232
    • Chambers, E. (2003). Cultural imperialism or pluralism? Cross-cultural electronic teaching in the humanities. Arts & Humanities in Higher Education, 2(3), 249-264.
    • Commander, N.E., Lu, K.Y.L., Ashong, C., Gallagher, P., Deng, L., & Li, S. (2016). Cross-national online discussions with U.S. and Hong Kong education students. Journal of Technology and Teacher Education, 24(4), 383-413.
    • Common Sense Media. (2017). Edtech tips: Turning students’ empathy into action with digital tools. Common Sense Education. https://www.commonsense.org/education/asset/document/tip-sheet-turning-students-empathy-into-action-with-digital-tools
    • Dooly, M. (2017). Telecollaboration. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp.169-183). John Wiley.
    • Edmundson, A. (Ed.). (2006). Globalized e-learning cultural challenges. Hershey: Idea Group.
    • Ess, C. (2003). Liberal arts and distance education: Can Socratic virtue and Confucius’ exemplary person be taught online? Arts & Humanities in Higher Education, 2(2), 117-137.
    • Ess, C. (2005). Being in place out of place…/ Being out of place in place: CMC, globalization, and emerging hybridities as new cosmopolitanisms? In M. Thorseth & C. Ess (Eds.), Technology in a multicultural and global society (pp. 91-114). NTNU Publication Series No. 6. Trondheim, Norway: Norwegian University of Science and Technology.
    • Furstenberg, G., & English, K. (2016). Cultura revisited. Language Learning & Technology, 20(2), 172-178. http://llt.msu.edu/issues/june2016/furstenbergenglish.pdf
    • Goodfellow, R., Lea, M., Gonzalez, F., & Mason, R. (2001). Opportunity and e-quality: Intercultural and linguistic issues in global online learning. In Distance Education, 22(1), 65-84.
    • Greener, S. (2017). Cultural diversity and learning technology. Interactive Learning Environments, 25(8), 947-948.
    • Helm, F. (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology, 19(2), 197-217. http://llt.msu.edu/issues/june2015/helm.pdf
    • Helm, F. (2019): EMI, internationalisation, and the digital. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2019.1643823
    • Helm, F., & Guth, S. (2016). Telecollaboration and language learning. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology. Florence: Taylor & Francis.
    • Helm, F., Guth, S., Shuminov, E., & Van der Helden, B. (2020). Erasmus+ virtual exchange. Internationalization of Higher Education, 1, 92-109.
    • Jin, Y.-J., & Wang, H.-C. (2018). Using enhanced OER videos to facilitate English L2 learners’ multicultural competence. Computers & Education, 125, 74-85.
    • Lewis, T. (2017). Introduction to System special issue on telecollaboration. System, 64, 1-6.
    • Lewis, T., & O’Dowd, R. (2016). Introduction to online intercultural exchange and this volume. In R. O’Dowd & T. Lewis (Eds.), Online intercultural exchange: Policy, pedagogy, practice. Florence: Taylor & Francis.
    • McCormick, M.H. (2007). Webmastered: Postcolonialism and the internet. In J. Lockard & M. Pegrum (Eds.), Brave new classrooms: Democratic education and the Internet (pp.75-86). New York: Peter Lang.
    • O’Dowd, R. (2016). Learning from the past and looking to the future of online intercultural exchange. In R. O’Dowd & T. Lewis (Eds.), Online intercultural exchange: Policy, pedagogy, practice. Florence: Taylor & Francis.
    • Reeder, K., Macfadyen, L.P., Chase, M., & Roche, J. (2004). Falling through the (cultural) gaps? Intercultural communication challenges in cyberspace. In F. Sudweeks & C. Ess (Eds.), Fourth International Conference on Cultural Attitudes towards Technology and Communication (pp.123-134). Perth: Murdoch University.
    • Shadiev, R., et al. (2018). A study of the facilitation of cross-cultural understanding and intercultural sensitivity using speech-enabled language translation technology. British Journal of Educational Technology [early view].
    • Sobré-Denton, M. (2016). Virtual intercultural bridgework: Social media, virtual cosmopolitanism, and activist community-building. New Media & Society, 18(8), 1715-1731.
    • Sykes, J. (2017). Technologies for teaching and learning intercultural competence and interlanguage pragmatics. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp.118-133). John Wiley.
    • Thorne, S. L. (2016). Foreword: The virtual internationalization turn in language study. In R. O’Dowd & T. Lewis (Eds.), Online intercultural exchange: Policy, pedagogy, practice. Florence: Taylor & Francis.
    • Warschauer, M. (2006). Wiring English into our technological world. Guardian Weekly, 20 Jan. http://www.guardian.co.uk/education/2006/jan/20/tefl.olp
    • Witte, A. (2014). Blending spaces: Mediating and assessing intercultural competence in the L2 classroom. De Gruyter Mouton.

Cybersecurity

    • Meeuwisse, R. (2017). Cybersecurity for beginners (2nd ed.). London: Cyber Simplicity.
    • Ozkaya, E. (2019). Cybersecurity: The beginner’s guide. Birmingham: Packt.
    • Schaub Jr., G. (Ed.). (2018). Understanding cybersecurity: Emerging governance and strategy. London: Rowman & Littlefield.
    • Schneier, B. (ongoing). Schneier on security. https://www.schneier.com/

Data visualisation

Developing world

See also: Publications on Mobile Learning.

Digital divide

    • 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. Port Melbourne, VIC: Cambridge University Press.
    • Brake, D.R. (2014). Are we all online content creators now? Web 2.0 and digital divides. Journal of Computer-Mediated Communication, 19, 591-609.
    • 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.
    • 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.
    • ELI. (2015). 7 things you should read about … digital divides and today’s technologies. EDUCAUSE. https://net.educause.edu/ir/library/pdf/elir1507.pdf
    • 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
    • Grossman, L. (2014, Dec. 15). The man who wired the world. Time, pp.34-42.
    • Haythornthwaite, C. (2007). Digital divide and e-learning. In R. Andrews & C. Haythornthwaite (Eds.), The Sage handbook of e-learning research (pp.97-118). London: Sage.
    • 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.
    • 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
    • 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.
    • Selwyn, N., & Facer, K. (2007). Beyond the digital divide: Rethinking digital inclusion for the 21st century. Bristol: Futurelab. https://www.nfer.ac.uk/publications/FUTL55
    • Skallerup Bessette, L. (2012, 2 Jul.) It’s about class: Interrogating the digital divide. Hybrid Pedagogy. http://www.hybridpedagogy.com/Journal/files/the_digital_divide.html
    • 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.
    • Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press.
    • Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225. http://www.scribd.com/doc/28288304/New-Technology-and-Digital-Worlds-Analyzing-Evidence-of-Equity-in-Access-Use-and-Outcomes
    • 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.
    • 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). New York: Routledge.
    • Wei, L. (2012). Number matters: The multimodality of internet use as an indicator of the digital inequalities. Journal of Computer-Mediated Communication, 17, 303-318.
    • Wijetunga, D. (2014). The digital divide objectified in the design: Use of the mobile telephone by underprivileged youth in Sri Lanka. Journal of Computer-Mediated Communication, 19, 712-726.
    • 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.
    • Zickuhr, K., & Smith, A. (2012, 13 Apr.). Digital differences. Washington: Pew Internet. http://pewinternet.org/~/media//Files/Reports/2012/PIP_Digital_differences_041312.pdf

Digital literacies

General >

    • Alexander, B., Adams Becker, S., & Cummins, M. (2016). Digital Literacy: An NMC Horizon Project strategic brief. Austin, TX: New Media Consortium. https://www.nmc.org/publication/digital-literacy-an-nmc-horizon-project-strategic-brief/
    • Allen, C. (2015). Marriages of convenience? Teachers and coursebooks in the digital age. ELT Journal, 69, 249-263.
    • Anyangwe, E. (2012, May 16). 20 ways of thinking about digital literacy in higher education. The Guardian. http://www.guardian.co.uk/higher-education-network/blog/2012/may/15/digital-literacy-in-universities
    • Baron, N.S. (2008). Always on: Language in an online and mobile world. Oxford: Oxford University Press.
    • Baron, N.S. (2011). Assessing the internet’s impact on language. In M. Consalvo & C. Ess (Eds.), The handbook of internet studies (pp.117-136). Malden, MA: Wiley-Blackwell.
    • Baron, N.S. (2013). Reading in print or onscreen. In D. Tannen & A.M. Trester (Eds.), Discourse 2.0: Language and new media. Washington, DC: Georgetown University Press.
    • Baron, N.S. (2015). Words onscreen: The fate of reading in a digital world. Oxford: Oxford University Press.
    • Barton, D., & Lee, C.K.M. (2012). Redefining vernacular literacies in the age of web 2.0. Applied Linguistics, 33(3), 282-298.
    • Belshaw, D. (2014). The essential elements of digital literacies. http://digitalliteraci.es/
    • Broadband Commission for Sustainable Development. (2017, Sep.). Working group on education: Digital skills for life and work. http://unesdoc.unesco.org/images/0025/002590/259013e.pdf
    • Bulfin, S., & McGraw, K. (2015). Digital literacy in theory, policy and practice: Old concerns, new opportunities. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions. Port Melbourne, VIC: Cambridge University Press.
    • Burniske, R.W. (2008). Literacy in the digital age. Thousand Oaks: Corwin.
    • Burvall, A. (ongoing). Cultivating #newliteracies. https://plus.google.com/u/0/communities/102951818296790118749/stream/5ca5668e-515a-430f-a5f8-d36328867c19
    • Choi, M., Glassman, M., & Cristol, D. (2017). What it means to be a citizen in the internet age: Development of a reliable and valid digital citizenship scale. Computers & Education, 107, 100-112.
    • Coiro, J. (2009, March). Rethinking online reading assessment. Educational Leadership, pp.59-63. http://www.academia.edu/attachments/228078/download_file
    • Coiro, J. (2011). Predicting reading comprehension on the internet: Contributions of offline reading skills, online reading skills, and prior knowledge. Journal of Literacy Research, 43(4), 352-392.
    • Coiro, J., & Castek, J. (2010). Assessment frameworks for teaching and learning English language arts in a digital age. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English language arts (3rd ed.). New York: Routledge.
    • Cope, B., & Kalantzis, M. (2010). New media, new learning. In D.R. Cole & D.L. Pullen (Eds.), Multiliteracies in motion: Current theory and practice (pp.87-104). New York: Routledge.
    • Cope, B., & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), A pedagogy of multiliteracies: Learning by design (pp.1-36). Palgrave Macmillan.
    • Cope, B., Kalantzis, M., & Schamroth Adams, S. (2017). Multiliteracies: Meaning-making and learning in the era of digital text. In F. Serafini & E. Gee (Eds.), Remixing multiliteracies: Theory and practice from New London to new times. New York: Teachers College Press.
    • Crystal, D. (2011). The internet as a medium. In D. Crystal, Internet linguistics: A student guide. London: Routledge.
    • Dudeney, G. (2011). New literacy – Digital literacies. http://www.teachingenglish.org.uk/seminars/digital-literacy
    • Dudeney, G. (2011, 6 Dec.). No place in class for digital illiterates. The Guardian Weekly. http://www.guardian.co.uk/education/2011/dec/06/teaching-digital-literacy
    • Dudeney, G., & Hockly, N. (2016). Literacies, technology and language teaching. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology. Florence: Taylor & Francis.
    • Dudeney, G., Hockly, N., & Pegrum, M. (2013). Digital literacies. Harlow: Pearson.
    • Gee, J.P. (2015). Literacy and education. New York: Routledge.
    • Gee, J.P., & Hayes, E.R. (2011). Language and learning in the digital age. London: Routledge.
    • Hafner, C. A., Chik, A., & Jones, R. H. (2015). Digital literacies and language learning. Language Learning & Technology, 19(3), 1-7. http://llt.msu.edu/issues/october2015/commentary.pdf
    • Hague, C., & Payton, S. (2010). Digital literacy across the curriculum. Bristol: Futurelab. https://www.nfer.ac.uk/publications/FUTL06/FUTL06.pdf
    • Hague, C., & Williamson, B. (2009). Digital participation, digital literacy, and school subjects: A review of the policies, literature and evidence. Bristol: Futurelab. https://www.nfer.ac.uk/publications/FUTL08/FUTL08.pdf
    • Hauck, M., & Kurek, G. (2014). Closing the ‘digital divide’ – A framework for multiliteracy training. In L. Williams & J. Pettes Guikema (Eds.), Digital literacies in foreign language education: Research, perspectives, and best practice (pp.119-140). CALICO Monograph Series. https://calico.org/page.php?id=649
    • Hauck, M., & Kurek, M. (2017). Digital literacies in teacher preparation. In S. Thorne & S. May (Eds.), Language, Education and Technology, Encyclopedia of Language and Education (pp.1-13). Springer.
    • Haythornthwaite, C. (2013). Emergent practices for literacy, e-learners, and the digital university. In R. Goodfellow & M. Lea (Eds), Literacy in the digital university (pp.56-66). Routledge.
    • Kalantzis, M., & Cope, B. (2012). Literacies. Cambridge: Cambridge University Press.
    • Kelly, K. (2006). Scan this book! The New York Times, 14 May. http://www.nytimes.com/2006/05/14/magazine/14publishing.html
    • Kirschenbaum, M.G. (2016). Track changes: A literary history of word processing. Cambridge, MA: Belknap Press.
    • Kurek, M., & Hauck, M. (2014). Closing the ‘digital divide’ – A framework for multiliteracy training. In J. Pettes Guikema & L. Williams (Eds.), Digital literacies in foreign and second language education: Research, perspectives, and best practice. San Marcos, TX: CALICO.
    • Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning (2nd ed.). Maidenhead, Berkshire: Oxford University Press.
    • Lankshear, C., & Knobel, M. (2008). Digital literacies: Concepts, policies and practices. Peter Lang.
    • Levy, D.M. (2001). Scrolling forward: Making sense of documents in the digital age. New York: Arcade.
    • Malley, S.B. (2006). Whose digital literacy is it, anyway? Essential Teacher, 3(2), 50-52.
    • Martin, A. (2008). Digital literacy and the ‘digital society’. In C. Lankshear & M. Knobel (Eds.), Digital literacies: Concepts, policies and practices (pp.151-176). New York: Peter Lang.
    • McVee, M.B., Gavalek, J.R., & Shanahan, L.E. (2017). What scholars of literacy can learn from embodied cognition. In F. Serafini & E. Gee (Eds.), Remixing multiliteracies: Theory and practice from New London to new times. New York: Teachers College Press.
    • Mihailidis, P. (2015). Digital curation and digital literacy: Evaluating the role of curation in developing critical literacies for participation in digital culture. E-learning and Digital Media, 12(5-6), 443-458.
    • Mills, K.A. (2010). A review of the ‘digital turn’ in the new literacy studies. Review of Educational Research, 80(2): 246-271.
    • Nascimbeni, F., & Vosloo, S. (2019). Digital literacy for children: Exploring definitions and frameworks. New York: UNICEF.
    • NCTE (National Council of Teachers of English), [USA]. (2013). The NCTE definition of 21st century literacies. [Adopted 2008; updated 2013]. http://www.ncte.org/positions/statements/21stcentdefinition
    • New Media Literacies Staff. (2008). The new media literacies. http://www.youtube.com/watch?v=pEHcGAsnBZE&eurl
    • Parker, J.K. (2010). Teaching tech-savvy kids: Bringing digital media into the classroom, grades 5-12. Thousand Oaks: Corwin.
    • Pegrum, M.(2010). Literacy in the (re-)mix. Keynote presentation at the Western Australian Intensive English Centre Teachers’ Conference, Fremantle, Western Australia, 19 April. http://det.wa.edu.au/curriculumsupport/primary/detcms/school-support-programs/primary/videos/iec-video-1.en?oid=Article-id-10880980
    • Pegrum, M. (2011). Modified, multiplied and (re-)mixed: Social media and digital literacies. In M. Thomas (Ed.), Digital education: Opportunities for social collaboration (pp.9-35). New York: Palgrave Macmillan.
    • Pegrum, M. (ongoing). Digital literacies. Digital learning. http://wp.me/P8xJjA-1j
    • Potter, J., & Gilje, Ø. (2015). Curation as a new literacy practice. E-learning and Digital Media, 12(2), 123-127. http://ldm.sagepub.com/content/12/2/123.full.pdf+html
    • Purcell, K., Buchanan, J., & Friedrich, L. (2013, July 16). The impact of digital tools on student writing and how writing is taught in schools. Pew Internet. http://pewinternet.org/Reports/2013/Teachers-technology-and-writing.aspx
    • Rheingold, H. (2009, Jul. 18). Howard Rheingold on essential media literacies. SocialMedia.biz. http://www.socialmedia.biz/2009/07/18/howard-rheingold-on-essential-media-literacies/
    • Rheingold, H. (2011). Attention, crap detection, and network awareness. In J. Brockman (Ed.), Is the internet changing the way you think? The net’s impact on our minds and futures (pp.137-140). New York: Harper Perennial.
    • Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press.
    • Schrock, K. (ongoing). Literacies for the digital age. Kathy Schrock’s guide to everything. http://www.schrockguide.net/literacy-in-the-digital-age.html
    • Serafini, F., & Gee, E. (2017). Introduction. In F. Serafini & E. Gee (Eds.), Remixing multiliteracies: Theory and practice from New London to new times. New York: Teachers College Press.
    • 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). New York: Routledge.
    • Tagg, C. (2015). Exploring digital communication: Language in action. London: Routledge.
    • Tannen, D. (2013). The medium is the metamessage. In D. Tannen & A.M. Trester (Eds.), Discourse 2.0: Language and new media. Washington, DC: Georgetown University Press.
    • Thompson, B. (2008). Changing the way we think. BBC News, 17 June. http://news.bbc.co.uk/2/hi/technology/7459182.stm
    • Universität Mainz (2011). Reading a book versus a screen: Different reading devices, different modes of reading? Science Daily, 20 Oct. http://www.sciencedaily.com/releases/2011/10/111020094337.htm
    • 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.
    • Warschauer, M. (1999). Electronic literacies: Language, culture and power in online education. Mahwah: Lawrence Erlbaum.
    • Zhang, S., & Duke, N.K. (2008). Strategies for internet reading with different reading purposes: A descriptive study of twelve good internet readers. Journal of Literacy Research, 40(1), 128-162.
Critique of digital literacies >

    • Brown, M. (2017, May 29). Exploring the underbelly of digital literacies. OEB Insights. https://oeb-insights.com/exploring-the-underbelly-of-digital-literacies/
    • Brown, M. (2017, Oct. 5).A critical review of frameworks for digital literacy: Beyond the flashy, flimsy and faddish – Part 1. TELall. http://blog.ascilite.org/a-critical-review-of-frameworks-for-digital-literacy-beyond-the-flashy-flimsy-and-faddish-part-1/
    • Chatfield, T. (2015, Feb. 23). Why reading and writing on paper can be better for your brain. The Guardian. http://www.theguardian.com/technology/2015/feb/23/reading-writing-on-paper-better-for-brain-concentration
    • Cull, B.W. (2011). Reading revolutions: Online digital text and implications for reading in academe. First Monday, 16(6), 6 Jun. http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3340/2985
    • Fabos, B. (2007). Learning through critical literacy: Why Google is not enough. In J. Lockard & M. Pegrum (Eds.), Brave new classrooms: Democratic education and the internet (pp. 169-185). New York: Peter Lang.
    • Haas, C., & McGrath, M. (2018). Embodiment and literacy in a digital age. In K.A. Mills, A. Stornaiuolo, A. Smith & J. Zacher Pandya (Eds.), Handbook of writing, literacies, and education in digital cultures (pp.125-135). New York: Routledge.
    • Huffington Post. (2011). Why does writing make us smarter? Huffington Post, 16 Jul. http://www.huffingtonpost.com/2011/07/16/why-does-writing-make-us-_n_900638.html
    • Jabr, F. (2013, April 11). The reading brain in the digital age: The science of paper versus screens. Scientific American. http://www.scientificamerican.com/article.cfm?id=reading-paper-screens
    • James, K.H., & Engelhardt, L. (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends in Neuroscience and Education, 1, 32-42.
    • Kong, Y., Seo, Y.S., & Zhai, L. (2018). Comparison of reading performance on screen and on paper: A meta-analysis. Computers & Education, 123, 138-149.
    • Mangen, A., & Velay, J.-L. (2010). Digitizing literacy: Reflections on the haptics of writing. In M.H. Zadeh (Ed.), Advances in haptics (pp.385-401). Vukovar, Croatia: In-Tech. http://www.intechopen.com/books/advances-in-haptics/digitizing-literacy-reflections-on-the-haptics-of-writing
    • Nuwer, R. (2016, Jan. 25). Are paper books really disappearing? BBC Future. http://www.bbc.com/future/story/20160124-are-paper-books-really-disappearing
    • 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].
    • 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.


Code literacy: General >

Code literacy: Policy >

    • Livingstone, I., & Hope, A. (2011). Next gen: Transforming the UK into the world’s leading talent hub for the video games and visual effects industries. London: NESTA. http://www.nesta.org.uk/library/documents/NextGenv32.pdf
    • The Royal Society. (2012, January). Shut down or restart? The way forward for computing in UK schools. London: The Royal Society.


Code literacy: 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.
    • 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. Port Melbourne, VIC: Cambridge University Press.
    • Zhang, L., & Nouri, J. (2019). A systematic review of learning computational thinking through Scratch in K-9. Computers & Education, 141. DOI: 10.1016/j.compedu.2019.103607


Hypertext literacy >

    • Chifari, A., Chiazzese, G., Seta, L., Merlo, G., Ottaviano, S., & Allegra, M. (2010). A reflection on some critical aspects of online reading comprehension. Informatica, 34, 491-495.
    • Porush, D. (2001). MS web. In M.A. Pegrum (Ed.), The net: New apprentices and old masters [Special issue]. Mots Pluriels, 19. http://www.arts.uwa.edu.au/MotsPluriels/MP1901dpIndex2.html


Information literacy (Critical literacy) >


Media literacy >

    • Gammon, M.A., & White, J. (2011). (Social) media literacy: Challenges and opportunities for higher education. In C. Wankel (Ed.), Educating educators with social media (pp.329-345). Bradford: Emerald Group.
    • Hobbs, R.R. (2013). Discovering media literacy: Teaching digital media and popular culture in elementary school. Corwin.


Multimodal literacy (Multimedia literacy): General >

    • Bearne, E., & Wolstencroft, H. (2007). Visual approaches to teaching writing.London: Paul Chapman.
    • Bezemer, J., & Kress, G. (2016). Multimodality, learning and communication: A social semiotic frame. London: Routledge.
    • Bull, G., & Anstey, M. (2010). Evolving pedagogies: Reading and writing in a multimodal world. Carlton South, VIC: Curriculum Press.
    • Chanier, T., & Lamy, M.-N. (2017). Researching technology-mediated multimodal interaction. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp.428-443). John Wiley.
    • Dyson, L.E., & Ernst, H. (2016). Guest editorial preface. Special issue on student-generated multimedia: A shift in the educational paradigm for the 21st century. International Journal of Mobile and Blended Learning, 8(3).
    • ELI. (2015). 7 things you should know about … visual literacy. http://www.educause.edu/library/resources/7-things-you-should-know-about-visual-literacy
    • Foer, F. (2018). The era of fake video begins. The Atlantic. https://www.theatlantic.com/magazine/archive/2018/05/realitys-end/556877/
    • Graham, M.S., & Benson, S. (2010). A springboard rather than a bridge: Diving into multimodal literacy. English Journal, 100(2), 93-97.
    • Guichon, N., & Cohen, C. (2016). Multimodality and CALL. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology. Florence: Taylor & Francis.
    • 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.
    • Jewitt, C. (2005). Multimodality, ‘reading’, and ‘writing’ for the 21st century. Discourse: Studies in the Cultural Politics of Education, 26(3), 315-331.
    • Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32,241-267.
    • Jewitt, C. (2009). An introduction to multimodality. In C. Jewitt (Ed.), ​The Routledge handbook of multimodal analysis ​(pp.14-27). London: Routledge.
    • Jewitt, C. (2017). A multimodal perspective on touch, communication, and learning. In F. Serafini & E. Gee (Eds.), Remixing multiliteracies: Theory and practice from New London to new times. New York: Teachers College Press.
    • Jiang, L., & Luk, J. (2016). Multimodal composing as a learning activity in English classrooms: Inquiring into the sources of its motivational capacity. System, 59, 1-11.
    • Kalantzis, M., & Cope, B. (2012). Literacies. Cambridge: Cambridge University Press.
    • Kress, G. (2003). Literacy in the new media age. London: Routledge.
    • Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
    • Leu, D., et al. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In C.C. Block & S.R. Parris (Eds), Comprehension instruction: Research-based best practices (pp.321-346). New York: Guildford Press.
    • Miller, S.M., & McVee, M.B. (2012). Changing the game: Teaching for embodied learning through multimodal composing. In S.M. Miller & M.B. McVee (Eds.), Multimodal composing in classrooms: Learning and teaching for the digital world (pp.130-152). Routledge.
    • Miller, S.M., & McVee, M.B. (2012). Multimodal composing: The essential 21st century literacy. In S.M. Miller & M.B. McVee (Eds.), Multimodal composing in classrooms: Learning and teaching for the digital world (pp.1-12). Routledge.
    • Mills, K.A. (2010). Shrek meets Vygotsky: Rethinking adolescents’ multimodal literacy practices in schools. Journal of Adolescent & Adult Literacy, 54(1), 35-45.
    • Mills, K.A. (2016). Literacy theories for the digital age: Social, critical, multimodal, spatial, material and sensory lenses. Bristol: Multilingual Matters.
    • Mills, K.A., Unsworth, L., & Exley, B. (2018). Sensory literacies, the body, and digital media. In K.A. Mills, A. Stornaiuolo, A. Smith & J. Zacher Pandya (Eds.), Handbook of writing, literacies, and education in digital cultures (pp.26-36). New York: Routledge.
    • NCTE (National Council of Teachers of English), [USA]. (2005, November). Position statement on multimodal literacies. http://www.ncte.org/positions/statements/multimodalliteracies
    • The New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1).
    • Oakley, G., Howitt, C., Garwood, R., & Durack, A.-R.. (2013). Becoming multimodal authors: Pre-service teachers’ interventions to support young children with autism. The Australian Journal of Early Childhood.
    • O’Byrne, B., & Murrell, S. (2013). Evaluating multimodal literacies in student blogs. British Journal of Educational Technology [early view].
    • Rifkin, W., Longnecker, N., Leach, J., Davis, L., & Orthia, L. (2010). Students publishing in new media: Eight hypotheses – a house of cards? International Journal of Innovation in Science and Mathematics Education, 18(1), 43-54.
    • Selfe, C. (Ed.). (2007). Multimodal composition: Resources for teachers. Cresskill: Hampton.
    • Serafini, F. (2010). Reading multimodal texts: Perceptual, structural and ideological perspectives. Children’s Literature in Education, 41, 85-104.
    • Serafini, F. (2011). Expanding perspectives for comprehending visual images in multimodal texts. Journal of Adolescent and Adult Literacy, 54(5), 342-350.
    • 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
    • Takayoshi, P., & Selfe, C. (2007). Thinking about multimodality. In C. Selfe (Ed.), Multimodal composition: Resources for teachers (pp.12). Cresskill, NJ: Hampton Press.
    • 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/
    • Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy, 33(3), 211-239.
    • Ware, P. (2008). Language learners and multimedia literacy in and after school. Pedagogies, 3,37-51.
Multimodal literacy: Instruction >

    • Betrancourt, M. (2005). The animation and interactivity principles in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp.287-296). New York: Cambridge University Press.
    • Clark, R.C., & Mayer, R.E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (2nd ed.). San Francisco: Pfeiffer.
    • Clark, R.C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco: Pfeiffer.
    • Felix, V.G., et al. (2016). A pilot study of the use of emerging computer technologies to improve the effectiveness of reading and writing therapiesin children with Down syndrome. British Journal of Educational Technology [early view].
    • Guichon, N., & Cohen, C. (2016). Multimodality and CALL. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology. Florence: Taylor & Francis.
    • Liu, T.-C., Lin, Y.-C., Gao, Y., Yeh, S.-C., & Kalyuga, S. (2015). Does the redundancy effect exist in electronic slideshow assisted lecturing? Computers & Education, 88, 303-314.
    • Mayer, R.E. (Ed.). (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
    • Mayer, R.E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.
    • Mayer, R.E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Pyschologist, 38(1), 43-52.
    • Paivio, A. (2006). Mind and its evolution: A dual coding approach. Mahwah, NJ: Erlbaum.
    • Peters, E., Heynen, E., & Puimège, E. (2016). Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions. System, 63, 134-148.
    • Reed, S.K. (2006). Cognitive architectures for multimedia learning. Educational Psychologist, 41(2), 87-98.
    • Riener, C., & Willingham, D. (2010, Sept./Oct.). The myth of learning styles. Change: The magazine of higher learning, 32-35.
    • Sadik, A. (2016). Students’ preferences for two types of video lectures: Lecture capture vs. screencasting recordings. Journal of Educational Multimedia and Hypermedia, 25(2), 189-208.
    • Scheiter, K., & Van Gog, T. (2009). Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. Applied Cognitive Psychology, 23, 1209-1214.
    • Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14(2), 50-73. http://llt.msu.edu/vol14num2/sydorenko.pdf
Multimodal literacy: Assessment >

    • Bearne, E., & Bazalgette, C. (2010). Beyond words: Developing children’s response to multimodal texts. UKLA.
    • Fjørtoft, H. (2020). Multimodal digital classroom assessments. Computers & Education, 152. https://doi.org/10.1016/j.compedu.2020.103892
    • Hung, H.-T., Chiu, C.J., & Yeh, H.-C. (2013). Multimodal assessment of and for learning: A theory-driven design rubric. British Journal of Educational Technology, 44(3), 400-409.
    • McGahan, W., Ernst, H., & Dyson, L.E. (2016). Individual learning strategies and choice in student-generated multimedia. International Journal of Mobile and Blended Learning, 8(3), 1-18.
    • O’Byrne, B., & Murrell, S. (2013). Evaluating mobile literacies in student blogs. British Journal of Educational Technology [early view.]


Network literacy >


Participatory literacy >


Remix literacy >

    • Bayerl, P.S., & Stoynov, L. (2016). Revenge by photoshop: Memefying police acts in the public dialogue about injustice. New Media & Society, 18(6), 1006-1026.
    • Common Sense Education. (2017). Top tips for remixing. Common Sense Education. https://www.commonsense.org/education/top-picks/top-tools-for-remixing
    • Jacobson, E. (2010). Music remix in the classroom. In M. Knobel & C. Lankshear (Eds.), DIY media: Creating, sharing and learning with new technologies (pp.27-49). New York: Peter Lang.
    • Lankshear, C., & Knobel, M. (2008). “Digital literacy and the law: Remixing elements of Lawrence Lessig’s ideal of ‘Free Culture'”. In C. Lankshear & M. Knobel (Eds.), Digital literacies: Concepts, policies and practices (pp.282-303). New York: Peter Lang.
    • Lessig, L. (2007). Larry Lessig on laws that choke creativity. TED Talks. http://www.ted.com/talks/larry_lessig_says_the_law_is_strangling_creativity.html
    • Lessig, L. (2008). Remix: Making art and commerce thrive in the hybrid economy. London Bloomsbury.
    • Lessig, L. (2010). Re-examining the remix. TED Talks. http://www.ted.com/talks/lessig_nyed.html
    • Liu, C.-C., Chen, W.-C., Lin, H.-M., & Huang, Y.-Y. (2017). A remix-oriented approach to promoting student engagement in a long-term participatory learning program. Computers & Education, 110, 1-15.
    • Milner, R. (2016). The world made meme: Public conversations and participatory media. Cambridge, MA: MIT Press.
    • Mina, A. X. (2019). Memes to movements: How the world’s most viral media is changing social protest and power. Boston, MA: Beacon.
    • Sanchez, J. (2010). The evolution of remix culture. http://www.juliansanchez.com/2010/02/06/the-evolution-of-remix-culture/
    • Sheridan, M.P., & Rowsell, J. (2010). Design literacies: Learning and innovation in the digital age. London: Routledge.
    • Shifman, L. (2014). Memes in digital culture. Cambridge, MA: MIT Press.

Digital natives

Digital storytelling

Discussion boards

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/
    • Barrett, H.C. (2007). Researching electronic portfolios and learner engagement: The REFLECT Initiative. Journal of Adolescent & Adult Literacy, 50(6), 436-439.
    • Bates, T. (2012, Apr. 3). 5 video case studies of e-portfolio implementation + an implementation toolkit. Online learning and distance education resources. http://www.tonybates.ca/2012/04/03/5-video-case-studies-of-e-portfolio-implementation-an-implementation-toolkit/
    • 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/
    • Cambridge, D. (2010). Eportfolios for lifelong learning and assessment. San Francisco: Jossey-Bass.
    • 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.). Boston: Pearson.
    • Chang, C.-C., et al. (2014). Using e-portfolios to elevate knowledge amassment among university students. Computers & Education, 72, 187-195.
    • Chang, C.-C., et al. (2015). Key successful factors of knowledge management for university students using e-portfolios: Approach of Fuzzy Delphi and Fuzzy AHP. Computer Applications in Engineering Education, 23(5), 673-681.
    • Chang, C.-C., Tseng, K.-H., Liang, C., & Chen, T.Y. (2013). Using e-portfolios to facilitate university students’ knowledge management performance: E-portfolio vs. non-portfolio. Computers & Education, 69, 216-224.
    • Chatham-Carpenter, A., Seawel, L., & Raschig, J. (2010). Avoiding the pitfalls: Current practices and recommendations for ePortfolios in higher education. Journal of Educational Technology Systems, 38(4), 437-456.
    • Chau, J., & Cheng, G. (2010). Towards understanding the potential of e-portfolios for independent learning: A qualitative study. Australasian Journal of Educational Technology, 26(7), 932-950.
    • Chen, M.-Y., Chang, F.M.-T., Chen, C.-C., Huang, M.-J., & Chen, J.-W. (2012). Why do individuals use e-portfolios? Educational Technology & Society, 15(4), 114-125.
    • DiMarco, J. (2006). Web portfolio design and applications. Hershey, PA: Idea Group
    • 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
    • Hallam, G., & Creagh, T. (2010). ePortfolio use by students in Australia: A review of the Australian ePortfolio project. Higher Education Research & Development, 29(2), 179-193.
    • Hartnell-Young, E., & Morriss, M. (2007). Digital portfolios: Powerful tools for promoting professional growth and reflection. Thousand Oaks: Corwin.
    • 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.
    • Hunt, L., Huijser, H., & Sankey, M. (2012). Learning spaces for the digital age: Blending space with pedagogy. In M. Keppell, K. Souter & M. Riddle (Eds.), Physical and virtual learning spaces in higher education: Concepts for the modern learning environment (pp.182-197). Hershey, PA: Information Science Reference.
    • Jafari, A., & Kaufman, C. (Eds.). (2006). Handbook of research on ePortfolios. Hershey, PA: Idea Group Reference.
    • Johnson, R., Mims-Cox, J., & Doyle-Nichols, A. (2010). Developing portfolios in education: A guide to reflection, inquiry, and assessment. Sage: Los Angeles.
    • JISC (2008). Effective practice with e-portfolios: Supporting 21st century learning. Bristol: JISC. http://www.jisc.ac.uk/media/documents/publications/effectivepracticeeportfolios.pdf
    • 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.
    • Lorenzo, G., & Ittelson, J. (2005). An overview of e-portfolios. Educause. http://net.educause.edu/ir/library/pdf/ELI3001.pdf
    • Martin, E. (2013). Helping community college students “connect the dots” of their college experience with e-portfolios. Peer Review, 15(2). https://www.aacu.org/publications-research/periodicals/helping-community-college-students-connect-dots-their-college
    • 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
    • Samaras, A.P., & Fox, R.K. (2013). Capturing the process of critical reflective teaching practices through e-portfolios. Professional Development in Education, 39(1), 23-41.
    • Sanjakdar, F. (Ed.). (2009). Digital portfolios: Reconceptualising inquiry in pre-service teacher education. Frenchs Forest: Pearson.
    • Shelly, G.B., Gunter, G.A., & Gunter, R.E. (2010). Creating a professional teaching portfolio. In G.B. Shelly, G.A. Gunter & R.E. Gunter, Integrating technology and digital media in the classroom (6th ed., pp.526-531).
    • 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). Hong Kong: IMLF.
    • Shroff, R., Trent, J., & Ng, E.M.W. (2013). Using e-portfolios in a field experience placement: Examining student-teachers’ attitudes towards learning in relationship to personal value, control and responsibility. Australasian Journal of Educational Technology, 29(2), 143-160. http://ajet.org.au/index.php/AJET/article/viewFile/51/48
    • Simatele, M. (2014). Enhancing the portability of employability skills using e-portfolios. Journal of Further and Higher Education, 39(6), 862-874.
    • Solomon, G., & Schrum, L. (2007). Authentic assessment with electronic portfolios using common software and web 2.0 tools. In G. Solomon & L. Schrum, Web 2.0: New tools, new schools (pp.171-175). Eugene: ISTE.
    • Stefani, L., Mason, R., & Pegler, C. (2007). The educational potential of e-portfolios: Supporting personal development and reflective learning. Abingdon: Routledge.
    • Sung, Y.-T., Chang, K.-E., Yu, W.-C., & Chang, T.-H. (2009). Supporting teachers’ reflection and learning through structured digital teaching portfolios. Journal of Computer Assisted Learning, 25(4), 375-385.
    • 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].

E-waste

    • Belkhir, L., & Elmeligi, A. (2018). Assessing ICT global emissions footprint: Trends to 2040 and recommendations. Journal of Cleaner Production, 177, 448-463. DOI: 10.1016/j.jclepro.2017.12.239
    • Dunn, H.S. (2010). The carbon footprint of ICTs. In A. Finlay (Ed.), Global information society watch 2010: Focus on ICTs and environmental sustainability (pp.15-16). APC/Hivos. http://www.giswatch.org/sites/default/files/gisw2010thematicthecarbonfootprint_en.pdf
    • Grossman, E. (2006). The underside of high tech. In E. Grossman, High tech trash. Washtington: Island Press.
    • Royte, E. (2009). Electronic waste: An overview. In C.A. Bily (Ed.), What is the impact of e-waste? (pp.10-17). Detroit: Greenhaven Press.
    • Wray, R. (2008). Breeding toxins from dead PCs. The Guardian, 6 May. http://www.guardian.co.uk/environment/2008/may/06/waste.pollution

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.​ Eugene, OR: ISTE.
    • Bergmann, J., & Sams, A. (2013/2014, Dec./Jan.). Flipping for mastery. Educational Leadership, 24-29.
    • Bridgeman, A.J. (2013). Active learning online and in class: Guided inquiry in first year chemistry. Sydney Teaching Colloquium, The University of Sydney.
    • 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
    • Datig, I., & Ruswick, C. (2013, May). Four quick flips: Activities for the information literacy classroom. College & Research Libraries News.
    • Davies, R.S., Dean, D.L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research & Development, 61, 563-580.
    • Dunn, J. (2013, Apr. 6). The 10 best web tools for flipped classrooms. Edudemic. http://www.edudemic.com/web-tools-for-flipped-classrooms/
    • Edudemic. (n.d.). The teacher’s guide to flipped classrooms. http://www.edudemic.com/guides/flipped-classrooms-guide/
    • 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
    • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27.
    • The Flipped Learning Network. (2014). Definition of flipped learning. Flip learning. http://flippedlearning.org/domain/46
    • Fulton, K. (2012, Jun./Jul.). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 12-17.
    • Gerstein, J. (2012). The flipped classroom: The full picture. Amazon Digital Services.
    • Honeycutt, B. (2012). 101 ways to flip! Flip It Consulting.
    • 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. London: Hodder & Stoughton.
    • McGivney-Burelle, J., & Xue, F. (2013). Flipping calculus. PRIMUS, 23(5), 477-486.
    • Milman, N.B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3), 85-87.
    • Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597-599.
    • O’Bannon, B. W., Lubke, J. K., Beard, J. L., & Britt, V. G. (2011). Using podcasts to replace lecture: Effects on student achievement. Computers & Education, 57, 1885-1892.
    • Pan, G., et al. (2012). Instructor-made videos as a learner scaffolding tool. Journal of Online Learning and Teaching, 8(4), 298-311. http://jolt.merlot.org/vol8no4/pan_1212.pdf
    • Pierce, R. (2013). Student Performance in a Flipped Class Module. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 942-954). Chesapeake, VA: AACE. http://www.editlib.org/p/48235
    • Rosenberg, T. (2013, Oct. 9). Turning education upside down. The New York Times.
      http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-down/
    • Rosenberg, T. (2013, Oct. 23). In ‘flipped’ classrooms, a method for mastery. The New York Times. http://opinionator.blogs.nytimes.com/2013/10/23/in-flipped-classrooms-a-method-for-mastery/
    • Sams, A.J. (2013). Flipped classroom meets mobile learning. In Z.L. Berge & L.Y. Muilenburg (Eds.), Handbook of mobile learning (pp.259-267). New York: Routledge.
    • Sams, A., & Bergmann, J. (2013, Mar.). Flip your students’ learning. Educational Leadership, 16-20.
    • Schwartz, K. (2013, May 21). Flipped classroom 2.0: Competency learning with videos. Mind/Shift. http://blogs.kqed.org/mindshift/2013/05/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/
    • Thompson, C. (2011). How Khan Academy is changing the rules of education. Wired, 19(8). http://www.wired.com/magazine/2011/07/ff_khan/
    • Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83. http://educationnext.org/the-flipped-classroom/
    • Valenza, J.K. (2012). The flipping librarian. Teacher Librarian, 40(2), 22-25.
    • Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment ina flipped university course. Computers & Education, 88, 354-369.
    • Wright, S. (2012, 8 Oct.). The flip: End of a love affair. Powerful Learning Practice. http://plpnetwork.com/2012/10/08/flip-love-affair/
    • 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

Folksonomies (tagging)

Gaming (gamification)

    • 10sys. (ongoing). Computer game in education. http://www.scoop.it/t/computer-game-in-education
    • Aldrich, C. (2005). Learning by doing: A comprehensive guide to simulations, computer games and pedagogy in e-learning and other educational experiences. San Francisco: Pfeiffer.
    • Anderson, J., & Rainie, L. (2012). The future of gamification. Washington: Pew Internet. http://pewinternet.org/Reports/2012/Future-of-Gamification.aspx
    • Attali, Y., & Arieli-Attali, M. (2015). Gamification in assessment: Do points affect test performance? Computers & Education, 83, 57-63.
    • Baldwin, M.K. (2016, May 12). We don’t need badges for reading. Avenue4Learning. http://avenue4learning.com/2016/05/12/we-dont-need-badges-for-reading/
    • Boyle, E.A. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178-192.
    • Bristow, E. (2015, Jan. 20). Gaming in education: Gamification? The Edublogger. http://www.theedublogger.com/2015/01/20/gaming-in-education-gamification/
    • Buchinger, D., & da Silva Hounsell, M. (2018). Guidelines for designing and using collaborative-competitive serious games. Computers & Education, 118, 133-149.
    • Cagiltay, N.E., Ozcelik, E., & Ozcelik, N.S. (2015). The effect of competition on learning in games. Computers & Education, 87, 35-41.
    • Chen, C.-H., Liu, G.-Z., & Hwang, G.-J. (2016). Interaction between gaming and multistage guiding strategies on students’ field trip mobile learning performance and motivation. British Journal of Educational Technology, 47(6), 1032-1050.
    • Chen, M.-H., Tseng, W.-T., & Hsiao, T.-Y. (2018). The effectiveness of digital game-based vocabulary learning: A framework-based view of meta-analysis. British Journal of Educational Technology, 49(1), 69-77.
    • Chen, Y., et al. (2015). Cogent: A case study of meaningful gamification in education with virtual currency. iJET, 10(1), 39-45. http://online-journals.org/index.php/i-jet/article/view/4247
    • Delwiche, A. (2006). Massively multiplayer online games (MMOs) in the new media classroom. Educational Technology & Society, 9(3), 160-172. http://www.ifets.info/journals/9_3/14.pdf
    • Digital games for language learning: Challenges and opportunities. Special issue of ReCALL. (2012). http://journals.cambridge.org/action/displayIssue?decade=2010&jid=REC&volumeId=24&issueId=03&iid=8699368
    • Ding, L., Kim, C., & Orey, M. (2017). Studies of student engagement in gamified online discussions. Computers & Education, 115, 126-142.
    • Dishon, G., & Kafai, Y. B. (2020). Making more of games: Cultivating perspective-taking through game design. Computers & Education, 148. https://doi.org/10.1016/j.compedu.2020.103810
    • Dodgson, D. (2017). Digging deeper: Learning and re-learning with student and teacher Minecraft communities. TESL-EJ, 20(4). http://www.tesl-ej.org/wordpress/issues/volume20/ej80/ej80int/
    • ELI [EDUCAUSE Learning Initiative]. (2014). 7 things you should know about games and learning. EDUCAUSE. https://net.educause.edu/ir/library/pdf/ELI7106.pdf
    • ELI [EDUCAUSE Learning Initiative]. 7 things you should know about … digital badges. EDUCAUSE. https://library.educause.edu/-/media/files/library/2019/7/eli7168.pdf
    • Ensslin, A. (2011). The language of gaming. Palgrave Macmillan.
    • Farber, M. (2014). Gamify your classroom: A field guide to game-based learning. Peter Lang.
    • Ferenstein, G. (2016). How video games boost learning. ReadWrite. http://readwrite.com/2016/01/27/video-games-education-default-attention-mode
    • Gee, J.P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
    • Gee, J.P. (2007). Good video games and good learning: Collected essays on video games, learning and literacy. Peter Lang.
    • Gee, J.P. (2011). Games and learning: Teaching as designing. The Huffington Post, 21 Apr. http://www.huffingtonpost.com/james-gee/games-and-learning-teachi_b_851581.html
    • Gibson, D., Aldrich, C., & Prensky, M. (Eds.). (2007). Games and simulations in online learning: Research and development frameworks. Hershey: Information Science.
    • Gregory, S., Reiners, T., Wood, L.C., Teras, H., Teras, M., & Henderson, M. (2015). Gamification and digital games-based learning. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions. Port Melbourne, VIC: Cambridge University Press.
    • Grossard, C., et al. (2017). Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (ASD). Computers & Education, 113, 195-211.
    • Hainey, T., et al. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202-223.
    • Hakulinen, L., Avuvinen, T., & Korhonen, A. (2015). The effect of achievement badges on students’ behavior: An empirical study in a university-level computer science course. International Journal of Emerging Technologies in Learning, 10(1). http://online-journals.org/index.php/i-jet/article/view/4221
    • Hawisher, G.E., & Selfe, C.L. (2007). Gaming lives in the twenty-first century: Literate connections. Palgrave Macmillan.
    • Hersh, M., & Leporini, B. (2018). Editorial: Serious games, education and inclusion for disabled people. British Journal of Educational Technology, 49(4), 587-595.
    • Hoyle, M.A. (2012, Oct. 7). Learning in World of Warcraft. Classroom aid. http://classroom-aid.com/2012/10/07/learning-in-world-of-warcraft/
    • Hui, C., & Tam, F. (2014). Learning subject knowledge and acquiring twenty-first century skills through game development in the classroom. In Y. Baek, R. Ko & T. Marsh (Eds.), Trends and applications of serious gaming and social media. Singapore: Springer.
    • Huizenga, J.C., ten Dam, G.T.M., Voogt, J.M., & Admiraal, W.F. (2017). Teacher perceptions of the value of game-based learning in secondary education. Computers & Education, 110, 105-115.
    • Hung, H.-T., et al. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89-104.
    • Jenkins, H. (n.d.). Reality bytes: Eight myths about video games debunked. The Video Game Revolution. http://www.pbs.org/kcts/videogamerevolution/impact/myths.html
    • Jones, W.M., Hope, S., & Adams, B. (2017). Teachers’ perceptions of digital badges as recognition of professional development. British Journal of Educational Technology [early view].
    • Ke, F., Xie, K., & Xie, Y. (2016). Game-based learning engagement: A theory- and data-driven exploration. British Journal of Educational Technology, 47(6), 1183-1201.
    • Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games. MIT Press.
    • Kuhn, J., & Stevens, V. (2017). Participatory culture as professional development: Preparing teachers to use Minecraft in the classroom. TESOL Journal, 8, 753-767.
    • Kyewski, E., & Krämer, N.C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25-37.
    • Lieberoth, A. (2015). Shallow gamification: Testing psychological effects of framing an activity as a game. Games and Culture, 10(3), 229-248.
    • Lim, K.Y.T., Comings, J., Lee, R., Yuen, M.D., Hilmy, A., Chua, D., & Song, B.H. (2018). Guide to developing digital games for early grade literacy for developing countries. Quezon City, Philippines: Foundation for Information Technology Education and Development, Inc. & World Vision, Inc. http://dl4d.org/portfolio-items/dgbl-guidebook/
    • 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].
    • Marquis, J. (2011). What does game-based learning offer higher education? Online Universities, 14 Oct. http://www.onlineuniversities.com/blog/2011/10/what-does-game-based-learning-offer-higher-education/
    • McFarlane, A. (2007). Learning and lessons from the world of games and play. In R. Andrews & C. Haythornthwaite (Eds.), The Sage handbook of e-learning research (pp.119-138). London: Sage.
    • McGonigal, J. (2010). Gaming can make a better world. TED Talks, Feb. http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html
    • McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. London: Jonathan Cape.
    • Nebel, S., et al. (2017). Leaderboards within educational videogames: The impact of difficulty, effort and gameplay. Computers & Education, 113, 28-41.
    • Pegrum, M. (ongoing). Gamification. Digital learning.  http://wp.me/P8xJjA-1rV
    • Pegrum, M. (ongoing). Gaming. Digital learning.  http://wp.me/P8xJjA-1rT
    • Prensky, M. (2001). Digital game-based learning. McGraw-Hill Education.
    • Prensky, M. (2005). Complexity matters. http://www.marcprensky.com/writing/Prensky-Complexity_Matters.pdf
    • Prensky, M. (2007). Digital game-based learning. Paragon House.
    • Reinders, H., & Wattana, S. (2011). Learn English or die: The effects of digital games on interaction and willingness to communicate in a foreign language. Digital Culture & Education, 3(1), 3-29. http://www.digitalcultureandeducation.com/cms/wp-content/uploads/2011/04/dce1049_reinders_2011.pdf
    • Reinders, H., & Wattana, S. (2012). Talk to me! Games and students’ willingness to communicate. In H. Reinders (Ed.), Digital games in language learning and teaching (pp.156-188). Houndmills, Basingstoke: Palgrave Macmillan.
    • Reinders, H. (2016). Digital games and second language learning. In S. Thorne & S. May (Eds.), Language and technology. Springer.
    • Reinhardt, J., & Thorne, S. (2016). Metaphors for digital games and language learning. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology. Florence: Taylor & Francis.
    • Royle, K. (Ed.). (2011). Games and learning. Special issue of International Journal of Virtual and Personal Learning Environments, 2(2).
    • Rushby, N. (2014). Editorial: Eye tracking and brain waves. British Journal of Educational Technology, 45(5), 763-764.
    • Salen, K. (2008). The ecology of games: Connecting youth, games, and learning. Cambridge, MA: MIT Press.
    • Scholz, K.W., & Schulze, M. (2017). Digital-gaming trajectories and second language development. Language Learning & Technology, 21(1), 100-120. http://www.lltjournal.org/item/2987
    • Shaffer, D.W. (2008). How computer games help children learn. New York: Palgrave Macmillan.
    • Steinkuehler, C. (2007). Massively multiplayer online gaming as a constellation of literacy practices. In B.E. Shelton & D. Wiley (Eds.), The design and use of simulation computer games in education (pp.187-212). Rotterdam: Sense.
    • TeachThought. (2013, March 15). 6 basic benefits of game-based learning. TeachThought.
      http://www.teachthought.com/video-games-2/6-basic-benefits-of-game-based-learning/
    • Thompson, C. (2014, Oct. 9). How videogames like Minecraft actually help kids learn to read. Wired. http://www.wired.com/2014/10/video-game-literacy/
    • Tobias, S., & Fletcher, J.D. (2012). Reflections on ‘A review of trends in serious gaming’. Review of Educational Research, 82(2), 233-237.
    • Van Eck, R. (2006). Digital game-based learning: It’s not just the digital natives who are restless. EDUCAUSE Review, 41(2), 16-30. http://www.educause.edu/ir/library/pdf/erm0620.pdf
    • Whitson, J.R. (2013). Gaming the quantified self. Surveillance & Society, 11(1/2). http://library.queensu.ca/ojs/index.php/surveillance-and-society/article/view/gaming
    • Williamson Shaffer, D. (2008). How computer games help children learn. Palgrave Macmillan.
    • Young, M.F., et al. (2012). Our princess is in another castle: A review of trends in serious gaming for education. Review of Educational Research, 82(1), 61-89. http://rer.sagepub.com/content/82/1/61
    • White, C., Sosnik, E., & Allen, G. (2015). Supercharging feedback to propel student learning: The power of digital games. San Francisco: Co.lab/BrightBytes.
    • Wortley, D. (2014). The future of serious games and immersive technologies and their impact on society. In Y. Baek, R. Ko & T. Marsh (Eds.), Trends and applications of serious gaming and social media. Singapore: Springer.
    • Zheng, D., Young, M.F., Wagner, M.M., & Brewer, R.A. (2009). Negotiation for action: English language learning in game-based virtual worlds. The Modern Language Journal, 93(4), 489-511.

Health (mental health)

    • Chatfield, T. (2015). Live this book! London: Penguin.
    • Denworth, L. (2019, Nov.). The kids are all right. Scientific American, 321(5), 44-49.
    • Dudley-Nicholson, J. (2015, Jan. 21). Limiting a child’s screen time to less than two hours ‘virtually impossible’ and requires a rethink. Perth Now. http://www.perthnow.com.au/lifestyle/parenting/limiting-a-childs-screen-time-to-less-than-two-hours-virtually-impossible-and-requires-a-rethink/story-fnhqguxr-1227192313073
    • Ging, D., & Garvey, S. (2017). ‘Written in these scars are the stories I can’t explain’: A content analysis of pro-ana and thinspiration image sharing on Instagram. New Media & Society [early view].
    • Greenfield, S. (2008). ID: The quest for identity in the 21st century. Sceptre.
    • Greenfield, S. (2014). Mind change: How digital technologies are leaving their mark on our brains. Rider.
    • Hesselberth, P. (2017). Discourses on disconnectivity and the right to disconnect. New Media & Society [early view].
    • Hoffner, C.A., Lee, S., & Park, S.J. (2016). ‘I miss my mobile phone!’: Self-expansion via mobile phone and responses to phone loss. New Media & Society, 18(11), 2452-2468.
    • Kuss, D. J. , & Pontes, H. M. (2019). Internet addiction. Boston, MA: Hogrefe.
    • Levy, D.M. (2016). Mindful tech: How to bring balance to our digital lives. New Haven: Yale University Press.
    • Rosen, L.D. (2012). iDisorder: Understanding our obsession with technology and overcoming its hold on us. New York: Palgrave Macmillan.
    • Siegel, D. (2015). This is what happens to your brain and body when you check your smartphone before bed. Business Insider.
      http://www.businessinsider.com/health-brain-body-smartphone-before-bed-2015-4
    • Small, G., & Vorgan, G. (2008). iBrain: Surviving the technological alteration of the modern mind. New York: Collins.
    • Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. New York: Basic Books.
    • Turkle, S. (2015). Reclaiming conversation: The power of talk in a digital age. New York: Penguin.

Information management (Librarianship)

LMSs (VLEs)

    • Baker, J. (2017b). Updating the next generation digital learning environment for better student outcomes. EDUCAUSE Review, Jul./Aug., 28-35. https://er.educause.edu/~/media/files/articles/2017/7/erm17413.pdf
    • Banyard, P., et al. (2011). Virtual learning environments: personalizing learning or managing learners? In M. Thomas (Ed.), Digital education: Opportunities for social collaboration (pp.123-141). New York: Palgrave Macmillan.
    • Baskin, C., & Anderson, N. (2008). Learning management systems and virtual learning environments: A higher-education focus. In J. Coiro et al (Eds), Handbook of research on new literacies (pp.973-998). New York: Lawrence Erlbaum.
    • Brown, M. (2017). NGDLE: We are the architects. EDUCAUSE Review, Jul./Aug. https://er.educause.edu/~/media/files/articles/2017/7/erm17411.pdf
    • Cole, J., & Foster, H. (2007). Using Moodle: Teaching with the popular open source course management system (2nd ed.). O’Reilly Media.
    • Dron, J., & Anderson, T. (2015). Learning and teaching with social media. In Kinshuk & R. Huang (Eds.), Ubiquitous learning environments and technologies (pp.15-29). Berlin: Springer.
    • EDUCAUSE. (2010). 7 things you should know about… LMS alternatives. EDUCAUSE. http://net.educause.edu/ir/library/pdf/ELI7062.pdf
    • ELI. (2014). 7 things you should know about… new directions for the LMS. http://net.educause.edu/ir/library/pdf/ELI7112.pdf
    • ELI. (2015). 7 things you should know about … NGDLE [New Generation Digital Learning Environments]. EDUCAUSE. http://net.educause.edu/ir/library/pdf/eli7127.pdf
    • ELI. (2016). 7 things you should read about … open pedagogy and the evolution of the LMS. EDUCAUSE. https://library.educause.edu/resources/2016/8/7-things-you-should-read-about-open-pedagogy-and-the-evolution-of-the-lms
    • Feldstein, M. (2010, Dec. 21). The evolving LMS market, part i. e-Literate. http://mfeldstein.com/the-evolving-lms-market-part-i/
    • Feldstein, M. (2010, Dec. 22). The evolving LMS market, part ii. e-Literate. http://mfeldstein.com/the-evolving-lms-market-part-ii/
    • Finkelstein, A., & Goudzwaard, M. (2016. Apr. 8). The trouble with learning management. EdSurge. https://www.edsurge.com/news/2016-04-08-the-trouble-with-learning-management
    • Godwin-Jones, R. (2012). Challenging hegemonies in online learning. Language Learning & Technology, 16(2), 4-13. http://llt.msu.edu/issues/june2012/emerging.pdf
    • Long, P.D., & Mott, J. (2017, Jul./Aug.). The N2GDLE vision: The ‘next’ next generation digital learning environment. EDUCAUSE Review, 20-27. https://er.educause.edu/articles/2017/7/the-n2gdle-vision-the-next-next-generation-digital-learning-environment
    • 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
    • Mattar, J. (2014). Facebook and Blackboard as learning management systems: Case study. In M. Kent & T. Leaver (Eds.), An education in Facebook? Higher education and the world’s largest social network (pp.90-99). New York: Routledge.
    • Morris, S.M. (2013, Mar. 5). Decoding digital pedagogy, pt. 1: Beyond the LMS. Hybrid pedagogy. http://hybridpedagogy.org/decoding-digital-pedagogy-pt-1-beyond-the-lms/
    • Mott, J. (2010). Envisioning the post-LMS era. EDUCAUSE Quarterly, 33(1). http://er.educause.edu/articles/2010/3/envisioning-the-postlms-era-the-open-learning-network
    • 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). Berlin: Springer.
    • 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: Cambridge University Press.
    • Pegrum, M. (ongoing). LMSs. Digital learning. http://wp.me/P8xJjA-1sf
    • Ros, S., et al. (2014). On the use of extended TAM to assess students’ acceptance and intent to use third-generation learning management systems. British Journal of Educational Technology, 46(6), 1250-1271.
    • Weller, M. (2007). Virtual learning environments: Using, choosing and developing your VLE. London: Routledge.

IM (Chat)

    • Bradley, P. (2007). Using instant messaging. In P. Bradley, How to use web 2.0 in your library (pp.133-149). London: Facet.
    • Dawley, L. (2007). Chat and instant messaging. In L. Dawley, The tools for successful online teaching (pp.121-143). Hershey: Information Science.
    • Farmer, R. (2005). Instant messaging: IM online! R U? EDUCAUSE Review, Nov./Dec., 49-62. http://net.educause.edu/ir/library/pdf/ERM0562.pdf
    • Golonka, E., Tare, M., & Bonilla, C. (2017). Peer interaction in text chat: Qualitative analysis of chat transcripts. Language Learning & Technology, 21(2), 157-178. http://www.lltjournal.org/item/2996
    • Jacobs, G.E. (2008). People, purposes, and practices: Insights from cross-disciplinary research into instant messaging. In J. Coiro et al (Eds.), Handbook of research on new literacies (pp.467-490). New York: Lawrence Erlbaum.
    • Pegrum, M. (ongoing). Chat/IM. Digital learning. http://wp.me/P8xJjA-1rH

Learning analytics (Big data)

    • 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
    • Bort, J. (2013). Big data is about to produce a whole bunch of Google-like companies – Here’s how. Business Insider. http://www.businessinsider.com.au/big-data-is-about-to-produce-a-whole-bunch-of-google-like-companies-heres-how-2013-8
    • 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/
    • Bull, S., & Wasson, B. (2016). Competence visualisation: Making sense of data from 21st-century technologies in language learning. ReCALL, 28(2), 147-165.
    • COFA. (2014, Jul. 20). Learning analytics to inform teaching practice. Learning to teach online. http://www.youtube.com/watch?v=LEivqxKKqt4
    • Daniel, B. (2014). Big data and analytics in higher education: Opportunities and challenges. British Journal of Educational Technology [early view].
    • Dietrichson, A. (2013). Beyond clickometry: Analytics for constructivist pedagogies. International Journal on E-Learning, 12(4), 333-351. http://www.editlib.org/p/38478
    • 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].
    • Dietz-Uhler, B., & Hurn, J.E. (2013). Using learning analytics to predict (and improve) student success: A faculty perspective. Journal of Interactive Online Learning, 12(1), 17-26. http://www.ncolr.org/issues/jiol/v12/n1/using-learning-analytics-to-predict-and-improve-student-success
    • EDUCAUSE. (2014-2015). Big data in the campus landscape [series]. http://www.educause.edu/library/resources/big-data-in-the-campus-landscape
    • 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
    • Ellis, C. (2013). Broadening the scope and increasing the usefulness of learning analytics: The case for assessment analytics. British Journal of Educational Technology, 44(4), 662-664.
    • 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
    • Feinleib, D. (2013). Big data demystified: How big data is changing the way we live, love and learn. San Francisco, CA: The Big Data Group.
    • 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
    • Grant, R. (2013, Dec. 4). How data is driving the biggest revolution in education since the Middle Ages. VentureBeat. http://venturebeat.com/2013/12/04/how-data-is-driving-the-biggest-revolution-in-education-since-the-middle-ages/
    • Griffiths, D., & Hoel, T. (2016). Comparing xAPI and Caliper. Learning Analytics Review 7. Bolton: LACE. http://www.laceproject.eu/learning-analytics-review/lace-review-7_comparing-xapi-and-caliper/
    • Grosser, B. (2014). What do metrics want? How quantification prescribes social interaction on Facebook. Computational Culture. http://computationalculture.net/article/what-do-metrics-want
    • Heaven, D. (2013, Aug. 10). Higher state of mind. New Scientist, 219(2929), 32-35.
    • 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). Berlin: Springer.
    • Kolb, J., & Kolb, J. (2013). Secrets of the big data revolution: The tricks your competitors don’t want you to know. Plainfield, IL: Applied Data Labs.
    • 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. Quezon City, Philippines: Foundation for Information Technology Education and Development. http://dl4d.org/portfolio-items/learning-analytics-for-the-global-south/
    • Lohr, S. (2015). Data-ism: Inside the big data revolution. London: 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.
    • 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.
    • Open Colleges. (2013). Learning analytics 101. http://www.opencolleges.edu.au/informed/learning-analytics-infographic/
    • 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
    • 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. London: John Murray.
    • Mayer-Schonberger, V., & Cukier, K. (2014). Learning with big data: The future of education. Boston: 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). Berlin: 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: New York University Press.
    • 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. Cambridge, MA: Harvard University Press.
    • Peck, D. (2013, Dec.). They’re watching you at work. The Atlantic. http://www.theatlantic.com/magazine/archive/2013/12/theyre-watching-you-at-work/354681/
    • Persico, D., & Pozzi, F. (2015). Informing learning design with learning analytics to improve teacher inquiry. British Journal of Educational Technology, 46(2), 230-248.
    • Poundstone, W. (2014). How to predict the unpredictable: The art of outsmarting almost everyone. London: Oneworld.
    • Raj, S. (2013). Big data: An introduction. Kindle Edition.
    • Siegel, E. (2016). Predictive analytics: The power to predict who will click, buy, lie, or die. Hoboken, NJ: John Wiley & Sons.
    • Somers, J. (2013, Nov.). The man who would teach machines to think. The Atlantic.
      http://www.theatlantic.com/magazine/archive/2013/11/the-man-who-would-teach-machines-to-think/309529/
    • Stephens-Davidowitz, S. (2017). Everybody lies: What the internet can tell us about who we really are. London: 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. New York: Routledge.
    • Tucker, P. (2014). The naked future: What happens in a world that anticipates your every move? New York: Current.
    • US Dept of Education. (2012). Enhancing teaching and learning through educational data mining and learning analytics: An issue brief. Washington, DC: US Dept of Education. http://tech.ed.gov/wp-content/uploads/2014/03/edm-la-brief.pdf
    • Van Dijck, J. (2014). Datafication, dataism and dataveillance: Big data between sicentific paradigm and ideology. Surveillance & Society, 12(2), 197-208.
    • Wallach, H. (2014, 19 Dec.). Big data, machine learning, and the social sciences: Fairness, accountability, and transparency. M. https://medium.com/@hannawallach/big-data-machine-learning-and-the-social-sciences-927a8e20460d
    • Waters, J.K. (2014, 16 Apr.). The great adaptive learning experiment. Campus Technology. http://campustechnology.com/Articles/2014/04/16/The-Great-Adaptive-Learning-Experiment.aspx
    • 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.

microblogging

Mindfulness

See also: Attention.

    • Berthon, P. R., & Pitt, L. F. (2019). Types of mindfulness in an age of digital distraction. Business Horizons, 62, 131-137. DOI: 10.1016/j.bushor.2018.10.003
    • Bonnardel, V., Biddington, T., May, B., Jones, R., & Roffey, S. (2018). Toward the implementation of contemplative practices in higher education. Journal of Perspectives in Applied Academic Practice, 6(3), 3-13.
    • Bush, M. (2011) Mindfulness in higher education. Contemporary Buddhism, 12(1), 183-197. DOI: 10.1080/14639947.2011.564838
    • Ching, H.-H., Koo, M., Tsai, T.-H., & Chen, C.-Y. (2015). Effects of a mindfulness meditation course on learning and cognitive performance among university students in Taiwan. Evidence-based Complementary and Alternative Medicine, 2015, 1-7. DOI: 10.1155/2015/254358
    • Chittaro, L., & Vianello, A. (2014). Computer-supported mindfulness: Evaluation of a mobile thought distancing application on naïve meditators. International Journal of Human-Computer Studies, 72, 337-348. DOI: 10.1016/j.ijhcs.2013.11.001
    • Chittaro, L., & Vianello, A. (2016). Mobile mindfulness and user’s worry: A qualitative study of using a smartphone app for distancing from negative thoughts. Interacting with Computers, 28(6), 695-717. DOI: 10.1093/iwc/iwv044
    • Compson, J. (2017). Cultivating the contemplative mind in cyberspace: Field notes from pedagogical experiments in fully online classes. The Journal of Contemplative Inquiry, 4(1), 107-127.
    • Damico, N., & Krutka, D. G. (2018). Social media diaries and fasts: Educating for digital mindfulness with pre-service teachers. Teaching and Teacher Education, 73, 109-119. DOI: 10.1016/j.tate.2018.03.009
    • Economides, M., Martman, J., Bell, M. J., & Sanderson, B. (2018). Improvements in stress, affect, and irritability following brief use of a mindfulness-based smartphone app: A randomized controlled trial. Mindfulness, 9, 1584-1593. DOI: 10.1007/s12671-018-0905-4
    • Ergas, O., & Todd, S. (2016). Introduction. In O. Ergas & S. Todd (Eds.), Philosophy East/West: Exploring intersections between educational and contemplative practices. John Wiley & Sons.
    • Goleman, D., & Davidson, R. J. (2017). The science of meditation: How to change your brain, mind and body. London: Penguin.
    • Lauricella, S. (2013). Mindfulness meditation with undergraduates in face-to-face and digital practice: A formative analysis. Mindfulness, 5, 682-688. DOI 10.1007/s12671-013-0222-x
    • Levy, D.M. (2016). Mindful tech: How to bring balance to our digital lives. New Haven: Yale University Press.
    • Mahmood L., Hopthrow, T., Randsley de Moura, G. (2016). A moment of mindfulness: Computer-mediated mindfulness practice increases state mindfulness. PLoS ONE 11(4). DOI: 10.1371/journal.pone.0153923
    • Mrazek, A. J., Mrazek, M. D., Cherolini, C. M., Cloughesy, J. N., Cynman, D. J., Gougis, L. J., et al. (2019). The future of mindfulness training is digital, and the future is now. Current Opinion in Psychology, 28, 81-86. DOI: 10.1016/j.copsyc.2018.11.012
    • Owen-Smith, P. (2018). The contemplative mind in the scholarship of teaching and learning. Indiana University Press.
    • Page, K. (2019). College mindfulness training: Reducing student life stress and improving academic performance. Routledge.
    • Palalas, A. (2018). Mindfulness in mobile and ubiquitous learning: Harnessing the power of attention. In S. Yu, M. Ally & A. Tsinakos (Eds.), Mobile and ubiquitous learning: An international handbook (pp.19-44). Singapore: Springer.
    • Salcido-Cibrián, L. J., Ramos, N. S., Jiménez, Ó., & Blanca, M. J. (2019). Mindfulness to regulate emotions: The Mindfulness and Emotional Intelligence Program (PINEP) and its adaptation to a virtual learning platform. Complementary Therapies in Clinical Practice, 36, 176-180. DOI: 10.1016/j.ctcp.2019.07.003
    • Steel, S. (2013). Contemplation as a corrective to technological education. Canadian Journal of Education, 36(3), 458-480.
    • Tan, L.-F., Dienes, Z., Jansari, A., & Goh, S.-Y. (2014). Effect of mindfulness on brain-computer interface performance. Consciousness and Cognition, 23, 12-21. DOI: 10.1016/j.concog.2013.10.010
    • Vacca, R. (2018). Promises and pitfalls of computer-supported mindfulness: Exploring a situated mobile approach. Computers, 7(2). DOI: 10.3390/computers7010002

Mobile learning

See: Publications on Mobile Learning.

MOOCs

    • Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Computers & Education, 94, 49-60.
    • Beaven, T., Hauck, M., Comas-Quinn, A., Lewis, T., & de los Arcos, B. (2014). MOOCs: Striking the right balance between facilitation and self-determination. MERLOT Journal of Online Learning and Teaching, 10(1), 31-43. http://jolt.merlot.org/vol10no1/beaven_0314.pdf
    • Bennett, R., & Kent, M. (Eds.). (2017). Massive open online courses and higher education: Where to next? Ashgate.
    • Bozkurt, A., Kilgore, W., & Crosslin, M. (2018). Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience. Australasian Journal of Educational Technology, 34(3), 1-21. https://ajet.org.au/index.php/AJET/article/view/3273
    • Clark, D. (2013, Apr. 25). MOOCs: Who’s using MOOCs? 10 different target audiences. Donald Clark Plan B. http://donaldclarkplanb.blogspot.co.uk/2013/04/moocs-whos-using-moocs-10-different.htm
    • de Freitas, S.I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and coruse retention in online learning provision. British Journal of Educational Technology [early view].
    • de Waard, I. (2013). mMOOC design: Ubiquitous, open learning in the cloud. In Z.L. Berge & L.Y. Muilenburg (Eds.), Handbook of mobile learning (pp.356-368). New York: Routledge.
    • de Waard, I. (2013). MobiMOOC: Using a mobile MOOC to increase educational quality for a diversity of learners through dialogue and ubiquity. Presented at UNESCO Mobile Learning Week Symposium, Paris, Feb. 18-19. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/ICT/pdf/de_Waard.pdf
    • Downes, S. (2013, Apr. 13). The great rebranding. Half an hour. http://halfanhour.blogspot.ae/2013/04/the-great-rebranding.html
    • Downes, S. (2013, Nov. 27). Talk about MOOC. https://www.youtube.com/watch?v=jzDmqlUW1V0
    • Fieland, M. (2018). The ultimate MOOC handbook. Community for Accredited Online Schools. https://www.accreditedschoolsonline.org/resources/moocs/
    • Funnell, A. (2014, Jul. 16). Massive open online courses: Does the rhetoric match the reality? ABC Radio: Future Tense.
      http://www.abc.net.au/radionational/programs/futuretense/a-moocs-education-rhetoric-and-reality/5598962
    • Haber, J. (2014). MOOCs. Cambridge, MA: MIT Press.
    • Hansen, J.D., & Reich, J. (2015, Dec. 4). Democratizing education? Examining access and usage patterns in massive open online courses. Science, 350(6265), 1245-1248. http://science.sciencemag.org/content/350/6265/1245.full
    • Hew, K.F. (2014). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCs. British Journal of Educational Technology [early view].
    • Hone, K.S., & El Said, G.R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers & Education, 98, 157-168.
    • Khalil, M., Brunner, H., & Ebner, M. (2015). Evaluation grid for xMOOCs. International Journal of Emerging Technologies in Learning, 10(4), 40-45. https://www.researchgate.net/publication/282030778_Evaluation_grid_for_xMOOCs
    • Laurillard, D. (2015). How should professors adapt to the changing digital education environment? In E. De Corte, L. Engwall & U. Teichler (Eds.), Emerging models of learning and teaching in higher education: From books to MOOCS?. Stockholm: Wenner-Gren.
    • Laurillard, D. (2016). The educational problem that MOOCs could solve: Professional development for teachers of disadvantaged students. Research in Learning Technology, 24, 1-17. https://journal.alt.ac.uk/index.php/rlt/article/view/1738
    • Lewin, T. (2013, Dec. 10). After setbacks, online courses are rethought. The New York Times. http://www.nytimes.com/2013/12/11/us/after-setbacks-online-courses-are-rethought.html
    • Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education, 80, 77-83.
    • Martin-Monje, E., & Barcena, E. (2014). Language MOOCs: Providing learning, transcending boundaries. De Gruyter Open.
    • Miller, H., & Jordan, J. (2015). Open educational resources and MOOCs: Examining the changing face of content delivery in higher education. Global Education Review, 2(3), 1-3. http://ger.mercy.edu/index.php/ger/article/view/217
    • Ng’ambi, D. (2015). Editorial: Massive open online courses (MOOCs): Disrupting teaching and learning practices in higher education. British Journal of Educational Technology, 46(3), 451-454.
    • Parr, C. (2013, Oct. 17). MOOC creators criticise courses’ lack of creativity. Times Higher Education. http://www.timeshighereducation.co.uk/news/mooc-creators-criticise-courses-lack-of-creativity/2008180.article
    • Ragusa, A.T., & Crampton, A. (2016). Online learning: Cheap degrees or educational pluralization? British Journal of Educational Technology [early view].
    • Shirky, C. (2012, Nov. 12). Napster, Udacity, and the academy. Clay Shirky. http://www.shirky.com/weblog/2012/11/napster-udacity-and-the-academy/
    • Smithers, M. (2013, Jul. 10). Personal learning environments, the course and higher education – An unkeynote. Presented at Melbourne Personal Learning Environments, Monash University, Melbourne. http://www.slideshare.net/marksmithers/ple-conf13
    • Terras, M.M., & Ramsay, J. (2015). Massive open online courses (MOOCs): Insights and challenges from a psychological perspective. British Journal of Educational Technology [early view].

Multitasking

    • Aagaard, J. (2018). Multitasking as distraction: A conceptual analysis of media multitasking research. Theory & Psychology, 29(1), 87-99. http://doi.org/10.1177/0959354318815766
    • Kirn, W. (2007, Nov.). The autumn of the multitaskers. The Atlantic. http://www.theatlantic.com/doc/200711/multitasking
    • Ohio State University. (2012). Multitasking may hurt your performance, but it makes you feel better. Research and Innovation Communications. http://researchnews.osu.edu/archive/multitask.htm
    • Page, K. (2019). College mindfulness training: Reducing student life stress and improving academic performance. Routledge.
    • Uncapher, M. R., & Wagner, A. D. (2018). Media multitasking, mind, and brain. Proceedings of the National Academy of Sciences, 115(40), 9889-9896. DOI: 10.1073/pnas.1611612115
    • Wallis, C. (2006). The multitasking generation. Time, 10 April, 46-53.
    • Wang, Z., & Tchernev, J.M. (2012). The ‘myth’ of media multitasking: Reciprocal dynamics of media multitasking, personal needs, and gratifications. Journal of Communication [early view].

Normalisation

    • Bax, S. (2003). CALL – Past, present and future. System, 31, 13-28.
    • Bax, S. (2011). Normalisation revisited: The effective use of technology in language education. International Journal of Computer-Assisted Language Learning and Teaching, 1(2), 1-15.
    • Chambers, A., & Bax, S. (2006). Making CALL work: Towards normalisation. System, 34, 465-479.

OERs

    • E-learning and Digital Media. (2013). Exploring the educational potential of open educational resources. [Special issue].
    • Suber, P. (2012). Open access. Cambridge, MA: MIT Press.

Pedagogy

    • AlDahdouh, A. A., Osório, A. J., & Caires, S. (2015). Understanding knowledge network, learning and connectivism. International Journal of Instructional Technology and Distance Learning, 12(10), 3-21. http://www.itdl.org/Journal/Oct_15/Oct15.pdf#page=7
    • Anagnostopoulos, D., Basmadjian, K.G., McCrory, R.S. (2005). The decentred teacher and the construction of social space in the virtual classroom. Teachers College Record, 107(8), 1699-1729.
    • Anderson, T. (Ed.). (2008). The theory and practice of online learning. AU Press. http://www.aupress.ca/index.php/books/120146
    • Asensio-Pérez, J.I., Dimitriadis, Y., Pozzi, F., Hernández-Leo, D., Prieto, L.P., Persico, D., & Villagrá-Sobrino, S. (2017). Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development. Computers & Education, 114, 92-116.
    • Benbunan-Fich, R., Hiltz, S.R., & Harasim, L. (2005). The online interaction learning model: An integrated theoretical framework for learning networks. In S.R. Hiltz & R. Goldman (Eds.), Learning together online: Research on asynchronous learning networks (pp.19-37). Mahwah: Lawrence Erlbaum.
    • Boss, S., Krauss, J., & Conery, L. (2008). Reinventing project-based learning: Your field guide to real-world projects in the digital age. International Society for Technology in Education.
    • Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. Bingley: Emerald Publishing.
    • Churchill, D. (2006). Teachers’ private theories and their design of technology-based learning. British Journal of Educational Technology, 37(4), 559-576.
    • Churchill, D. (2017). Digital resources for learning. Singapore: Springer.
    • Clarà, M., & Barberà, E. (2013). Learning online: Massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34(1), 129-136. DOI: 10.1080/01587919.2013.770428
    • COFA. (ongoing). Learning to teach online. http://www.youtube.com/user/COFAonlineUNSW?feature=mhum
    • Concept to Classroom. (2004). Constructivism as a paradigm for teaching and learning. Educational Broadcasting Corporation. http://www.thirteen.org/edonline/concept2class/constructivism/index.html
    • Couros, G. (2015). The innovator’s mindset: Empower learning, unleash talent, and lead a culture of creativity. San Diego, CA: Dave Burgess Consulting.
    • Dawley, L. (2007). The tools for successful online teaching. Hershey: Information Science.
    • Downes, S. (2019). Recent work in connectivism. European Journal of Open, Distance and e-Learning, 22(2), 113-132. DOI: 10.2478/eurodl-2019-0014
    • ELI. (2017). 7 things you should know about … research on active classrooms. EDUCAUSE. https://library.educause.edu/resources/2017/9/7-things-you-should-know-about-research-on-active-learning-classrooms
    • Garrison, D.R., & Anderson, T. (2011). E-learning in the 21st century: A framework for research and practice (2nd ed.). New York: Routledge.
    • Gee, J.P. (2017). Teaching, learning, literacy in our high-risk high-tech world: A framework for becoming human. New York: Teachers College Press.
    • Glover, I., Hepplestone, S., Parkin, H.J., Rodger, H., & Irwin, B. (2016). Pedagogy first: Realising technology enhanced learning by focusing on teaching practice. British Journal of Educational Technology, 47(5), 993-1002.
    • Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064-1069. DOI: 10.3109/0142159X.2016.1173661
    • Haelermans, C., Ghysels, J., & Prince, F. (2014). Increasing performance by differentiated teaching? Experimental evidence of the student benefits of digital differentiation. British Journal of Educational Technology [Early view].
    • Hattie, J., & Yates, G.C.R. (2014). Visible learning and the science of how we learn. London: Routledge.
    • Hauck, M., & Stickler, U. (2006). What does it take to teach online? CALICO Journal, 23(3), 463-475.
    • JISC. (2009). Effective practice in a digital age: A guide to technology-enhanced learning and teaching. HEFCE. http://www.jisc.ac.uk/media/documents/publications/effectivepracticedigitalage.pdf
    • Kalantzis, M., & Cope, B. (2016). Learning by design (2nd ed.). Champaign, IL: Common Ground.
    • Karchmer-Klein, R. (2020). Improving online teacher education: Digital tools and evidence-based practices. New York: Teachers College Press.
    • Kolb, L. (2017). Learning first, technology second: The educator’s guide to designing authentic lessons. Portland, OR: ISTE.
    • Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies (2nd ed.). London: RoutledgeFalmer.
    • Laurillard, D. (2012). Teaching as design science: Building pedagogical patterns for learning and technology. New York: Routledge.
    • Laurillard, D. (2016). Foreword. In J. Dalziel (Ed.). Learning design: Conceptualizing a framework for teaching and learning online. New York: Routledge.
    • Laurillard, D., Kennedy, E., Charlton, P., Wild, J., & Dimakopoulos, D. (2018). Using technology to develop teachers as designers of TEL: Evaluating the learning designer. British Journal of Educational Technology [early view]
    • Leigh Bassendowski, S., & Petrucka, P. (2013). Are 20th-century methods of teaching applicable in the 21st century? British Journal of Educational Technology, 44(4), 665-667.
    • Mason, R., & Rennie, F. (2006). Elearning: The key concepts. London: Routledge.
    • Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. Revista Iberoamericana de Educación a Distancia, 21(2), 201-217. DOI: 10.5944/ried.21.2.20055
    • Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. New York: Routledge.
    • Paiva, J., Morais, C., Costa, L., & Pinheiro, A. (2016). The shift from ‘e-learning’ to ‘learning’: Invisible technology and the dropping of the ‘e’. British Journal of Educational Technology, 47(2), 226-238.
    • Rank, P. (2018). Using connectivism theory in the classroom. NACTA Journal, 62(1), 102-103.
    • Redecker, C., et al. (2011). The future of learning: Preparing for change. Institute for Prospective Technological Studies. Luxembourg: Publications Office of the European Union. http://ftp.jrc.es/EURdoc/JRC66836.pdf
    • Richardson, W. (2012). Why school? New York: TED.
    • Rienties, B., & Toetenel, L. (2016). The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Behavior, 60, 333-341.
    • Roblyer, M.D., & Doering, A.H. (2010). Integrating Educational Technology into Teaching. Boston: Allyn & Bacon.
    • Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.). London: Routledge.
    • Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). London: Routledge.
    • Savin-Baden, M. (2008). A practical guide to problem-based learning online. Routledge.
    • Shank, P. (2007). The online learning idea book: 95 proven ways to enhance technology-based and blended learning. San Francisco: Pfeiffer.
    • Shelly, G.B., Gunter, G.A., & Gunter, R.E. (2013). Teachers discovering computers: Integrating technology in a connected world (7th ed.). Cengage.
    • Shraim, K. (2014). Pedagogical innovation within Facebook: A case study in tertiary education in Palestine. International Journal of Emerging Technologies in Education, 9(8), 25-31. http://online-journals.org/index.php/i-jet/article/view/3805
    • Siemens, G. & Tittenberger, P. (2009). Handbook of emerging technologies for learning. http://elearnspace.org/Articles/HETL.pdf
    • Spencer, J., & Juliani, A.J. (2016). LAUNCH: Using design thinking to boost creativity and bring out the maker in every student. San Diego, CA: Dave Burgess Consulting.
    • Swan, K. (2003). Learning effectiveness: What the research tells us. In J. Bourne & J. Moore (Eds.), Elements of quality online education: Practice and direction (pp.13-45). Needham: Sloan.
    • Toetenel, L., & Rienties, B. (2016). Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision making. British Journal of Educational Technology [early view].
    • Vartiainen, H. (2014). Designing participatory learning. In P. Kommers, T. Issa, T. Issa, D.-F. Chang & P. Isaías (Eds.), Proceedings of the International Conferences on Educational Technologies (ICEduTech 2014) and Sustainability, Technology and Education 2014 (STE 2014), New Taipei City, Taiwan, 10-12 December (pp.105-112). IADIS Press.
    • Veritasium. (2014). This will revolutionize education. https://www.youtube.com/watch?v=GEmuEWjHr5c
    • Weigel, V.B. (2002). Deep learning for a digital age. San Francisco: Jossey-Bass.
    • Wenger-Trayner, E., & B. (2015). Introduction to communities of practice. EB Wenger-Trayner. http://wenger-trayner.com/introduction-to-communities-of-practice/
    • Wheeler, S. (2015). Learning with ‘e’s: Educational theory and practice in the digital age. Carmarthen, Wales: Crown House.
    • Wiklund, M., & Andersson, A. (2018). Student-initiated use of technology – Friend and foe. E-learning and Digital Media, 15(1), 3-16.

PLEs

PLNs

Podcasting

See: Publications on Mobile Learning.

Privacy

Reputation

RSS

    • Bradley, P. (2007). RSS. In P. Bradley, How to use web 2.0 in your library (pp.11-33). London: Facet.
    • Hendron, J.G. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. International Society for Technology in Education.
    • Lefever, L. (2007). RSS. Common Craft. http://www.commoncraft.com/rss_plain_english
    • Pegrum, M. (ongoing). RSS. Digital learning. http://wp.me/P8xJjA-1s5
    • Sauers, M. (2006). Blogging and RSS: A librarian’s guide. Information Today.

Safety

    • Blank, G., & Lutz, C. (2018). Benefits and harms from internet use: A differentiated analysis of Great Britain. New Media & Society, 20(2), 618-640.
    • Burt, R. (2010, Nov. 30). We should talk – What are you doing to ensure student safety online? Edublogs. http://edublogs.org/2010/11/30/we-should-talk-what-are-you-doing-to-ensure-student-safety-online/
    • Common Sense Media. (2010). Cyberbullying: Damage in a Digital Age. San Francisco: Common Sense Media. http://www.ictliteracy.info/rf.pdf/CSM_Cyberbullying_White_Paper_07.27.10.pdf
    • Dickey, J. (2014, Jul. 7-14). The antisocial network: Inside the dangerous online world kids can’t quit. Time, pp.30-35.
    • Englander, E. K. (2020). 25 myths about cyberbullying. Hoboken, NJ: John Wiley & Sons.
    • Juvonen, J., & Gross, E.F. (2008). Extending the school grounds? – Bullying experiences in cyberspace. The Journal of School Health, 78(9), Sep., 496-505.
    • Klein, J. (2019). Bullying: A reference handbook. Contemporary World Issues. Santa Barbara, CA: ABC-CLIO.
    • Lenhart, A. (2010). Cyberbullying 2010: What the Research Tells Us. Pew Internet. http://www.pewinternet.org/Presentations/2010/May/Cyberbullying-2010.aspx
    • Livingstone, S. (2009). Risk and harm. In S. Livingstone, Children and the internet: Great expectations, challenging realities (pp.151-180). Cambridge: Polity.
    • Livingstone, S., & Haddon, L. (Eds). (2009). Kids online. Opportunities and risks for children. Bristol: Policy Press. 
    • Macgibbon, A. (2011, Feb. 28). Teaching the Facebook generation. The Sydney Morning Herald. http://www.smh.com.au/technology/technology-news/teaching-the-facebook-generation-20110227-1ba19.html
    • 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/
    • Palfrey, J., et al. (2009). Enhancing child safety and online technologies. Final Report of the Internet Safety Technical Task Force to the Multi-State Working Group on Social Networking of State Attorneys General of the United States. http://cyber.law.harvard.edu/publications/2009/ISTTF_Final_Report
    • Patchin, J.W., & Hinduja, S. (2017). Digital self-harm among adolescents. Journal of Adolescent Health [in press].
    • Pegrum, M. (ongoing). Digital safety. Digital learning. http://wp.me/P8xJjA-1C
    • Rosin, H. (2014). Why kids sext. The Atlantic. http://www.theatlantic.com/magazine/archive/2014/11/why-kids-sext/380798/
    • Watkins, S.C. (2009). Social media 101. In S.C. Watkins, The young and the digital: What the migration to social-network sites, games, and anytime, anywhere media means for our future (pp.19-46). Boston: Beacon.
    • Willard, N.E. (2007).  Cyber-safe kids, cyber-savvy teens: Helping young people learn to use the internet safely and responsibly (pp.15-26). Jossey-Bass.
    • Willard, N.E. (2007). Cyberbullying and cyberthreats: Responding to the challenge of online social aggression, threats, and distress (2nd ed.). Research Press.

Search

    • Battelle, J. (2005). The search: How Google and its rivals rewrote the rules of business and transformed our culture. New York: Portfolio.
    • Bradley, P. (2007). Build your own search engines. In P. Bradley, How to use web 2.0 in your library (pp.95-108). London: Facet.
    • Cadwalladr, C. (2016), Dec. 4). Google, democracy and the truth about internet search. The Guardian. https://www.theguardian.com/technology/2016/dec/04/google-democracy-truth-internet-search-facebook
    • Davies, H.C. (2017). Learning to Google: Understanding classed and gendered practices when young people use the internet for research. New Media & Society [early view].
    • DuckDuckGo. (n.d.). Why you should care. DuckDuckGo. https://duckduckgo.com/privacy
    • Goldman, E. (2011). Revisiting search engine bias. Santa Clara University Legal Studies Research Paper, no.12-11. http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1860402
    • Hornthal, J. (n.d.). A haystack full of needles: Cutting through the clutter of the online world to find a place, partner, or president. New York: TED.
    • Lynch, P. (2016). The internet of us: Knowing more and understanding less in the age of big data. New York: Liveright.
    • Miller, B., & Record, I. (2016). Responsible epistemic technologies: A social-epistemological analysis of autocompleted web search. New Media & Society, 19(12), 1945-1963.
    • Noble, S.U. (2018). Algorithms of oppression: How search engines reinforce racism. New York: New York University Press.
    • Pariser, E. (2011). The filter bubble: What the internet is hiding from you. London: Viking.
    • Pegrum, M. (ongoing). Search engines. Digital learning. http://wp.me/P8xJjA-1s7

Social networking

General >

    • Balakrishnan, V., Teoh, K.K., Pourshafie, T., & Liew, T.K. (2017). Social media and their use in learning: A comparative analysis between Australia and Malaysia from the learners’ perspectives. AJET, 33(1), 81-97. https://ajet.org.au/index.php/AJET/article/view/2469
    • Batsila, M., Tsihouridis, C., & Vavougios, D. (2014). Entering the web-2 Edmodo world to support learning: Tracing teachers’ opinion after using it in their classes. International Journal of Emerging Technologies in Learning, 9(1). http://online-journals.org/index.php/i-jet/article/view/3018
    • Berube, L. (2009). Do you web 2.0? Social networking and library services. Chandos.
    • boyd, d. (2008). Why youth [heart] social network sites: The role of networked publics in teenage social life. In D. Buckingham (Ed.), Youth, identity, and digital media (pp.119-142). Cambridge, MA: MIT Press. http://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID1518924_code727672.pdf?abstractid=1518924&mirid=1
    • boyd, d. (2014). It’s complicated: The social lives of networked teens. New Haven, CT: Yale University Press.
    • boyd, d., & Ellison, N.B. (2007). Social network sites: Definition, history, and scholarship. JCMC, 13(1).
    • British Journal of Educational Technology. (2012). Special issue on Social Networking and Mobile Learning. British Journal of Educational Technology, 43(5).
    • Brown, D. (2013). Our virtual shadow: Why we are obsessed with documenting our lives online. New York: TED.
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    • Lüders, M. (2010). Why and how online sociability became part and parcel of teenage life. In M. Consalvo & C. Ess (Eds.), The handbook of internet studies (pp.452-469). Malden, MA: Wiley-Blackwell.
    • Martínez Alemán, A., & Lynk Wartman, K. (2008). Online social networking on campus. Routledge.
    • Marwick, A.E. (2015). Instafame: Luxury selfies in the attention economy. Public Culture, 21(1), 137-160.
    • Marwick, A.E., & boyd, d. (2014). Networked privacy: How teenagers negotiate context in social media. New Media & Society, 16(7), 1051-1067.
    • Mason, R., & Rennie, F. (2008). E-Learning and social networking handbook. Routledge.
    • McFarland, M. (2014, Jan. 4). Me? Bragging? Social media risk dying of awesomeness. The Sydney Morning Herald. http://www.smh.com.au/comment/me-bragging-social-media-risk-dying-of-awesomeness-20140103-309jf.html
    • Merchant, G. (2010). View my profile(s). In D.E. Alvermann (Ed.), Adolescents’ online literacies: Connecting classrooms, digital media, and popular culture (pp.51-69). New York: Peter Lang.
    • Pegrum, M. (ongoing). Social networking. Digital learning. http://wp.me/P8xJjA-1s9
    • Rainie, L. (2012, Aug. 22). Networked learners. Presentation at The Free Learning 2.0 Conference. http://www.pewinternet.org/Presentations/2012/Aug/Networked-Learners.aspx
    • Rainie, L., & Smith, A. (2012, Sep. 4). Politics on social networking sites. Washington: Pew Internet. http://pewinternet.org/Reports/2012/Politics-on-SNS.aspx
    • Reinhardt, J., & Chen, H.-I. (2013). An ecological analysis of social networking-site mediated identity development. In M. Lamy & K. Zourou (Eds.), Social networking for language education (pp.11-30). London: Palgrave Macmillan.
    • Smith, E.E. (2016). ‘A real double-edged sword:’ Undergraduate perceptions of social media in their learning. Computers & Education, 103, 44-58.
    • Uski, S., & Lampinen, A. (2016). Social norms and self-presentation on social network sites: Profile work in action. New Media & Society, 18(3), 447-464.
    • Zickuhr, K. (2012, Oct. 18). Mobile is the needle; social is the thread. Presentation at Comm Week 2012, Elliott School of Communications, Wichita State University. http://pewinternet.org/Presentations/2012/Oct/WSU.aspx


Facebook >

    • Baert, S. (2018). Facebook profile picture appearance affects recruiters’ first hiring decisions. New Media & Society, 20(3), 1220-1239.
    • boyd, d. (2014). It’s complicated: The social lives of networked teens. New Haven, CT: Yale University Press.
    • Burt, R. (2011, May 11). The why and how of using Facebook for educators – No need to be friends at all! The Edublogger. http://theedublogger.com/2011/05/11/the-why-and-how-of-using-facebook-for-educators-no-need-to-be-friends-at-all/
    • Charnigo, L., & Ellis, P. (2007). Checking out Facebook.com: The impact of a digital trend on academic libraries. Information Technology and Libraries, 26(1), 23-34.
    • Croeser, S. (2014). Changing Facebook’s architecture. In M. Kent & T. Leaver (Eds.), An education in Facebook? Higher education and the world’s largest social network (pp.185-195). New York: Routledge.
    • Ditchfield, H. (2020). Behind the screen of Facebook: Identity construction in the rehearsal stage of online interaction. New Media & Society, 22(6), 927-943. https://doi.org/10.1177/1461444819873644
    • Duguay, S. (2016). “He has a way gayer Facebook than I do”: Investigating sexual identity disclosure and context collapse on a social networking site. New Media & Society, 18(6), 891-907.
    • EDUCAUSE Learning Initiative. (2007). 7 things you should know about Facebook II. EDUCAUSE. http://net.educause.edu/ir/library/pdf/ELI7025.pdf
    • Goggin, G. (2014). Facebook’s mobile career. New Media & Society, 16(7), 1068-1086.
    • Grosser, B. (2014). What do metrics want? How quantification prescribes social interaction on Facebook. Computational Culture. http://computationalculture.net/article/what-do-metrics-want
    • Hamburger, E. (2014, Mar. 13). The era of Facebook is an anomaly. The Verge. http://www.theverge.com/2014/3/13/5488558/danah-boyd-interview-the-era-of-facebook-is-an-anomaly
    • Harper, T. (2014). How social should learning be? Facebook as a learning management system. In M. Kent & T. Leaver (Eds.), An education in Facebook? Higher education and the world’s largest social network (pp.81-89). New York: Routledge.
    • Hoffmann, A.L., Proferes, N., & Zimmer, M. (2018). ‘Making the world more open and connected’: Mark Zuckerberg and the discursive construction of Facebook and its users. New Media & Society, 20(1), 199-218.
    • Kent, M. (2014). What’s on your mind? Facebook as a forum for learning and teaching in higher education. In M. Kent & T. Leaver (Eds.), An education in Facebook? Higher education and the world’s largest social network (pp.53-60). New York: Routledge.
    • Kent, M., & Leaver, T. (2014). An education in Facebook? Higher education and the world’s largest social network. New York: Routledge.
    • Kirkpatrick, D. (2010). The Facebook effect: The inside story of the company that is connecting the world. New York: Simon & Schuster.
    • Lancet, Y. (2013, Mar. 4). Some things should remain private: What not to share on Facebook. MakeUseOf. http://www.makeuseof.com/tag/some-things-should-remain-private-what-not-to-share-on-facebook/
    • Leier, V. (2012). Facebook used in a German film project. The EuroCALL Review, 20(1), 95-99.
    • Lincoln, S., & Robards, B. (2014). 10 years of Facebook. New Media & Society, 16, 1047-1050.
    • Lipsett, A. (2008, Jun. 25). Facebook a valid educational tool, teachers told. The Guardian, 25 June. http://www.guardian.co.uk/education/2008/jun/25/schools.uk2
    • Marche, S. (2012, May). Is Facebook making us lonely? The Atlantic. http://www.theatlantic.com/magazine/archive/2012/05/is-facebook-making-us-lonely/8930/
    • Mattar, J. (2014). Facebook and Blackboard as learning management systems: Case study. In M. Kent & T. Leaver (Eds.), An education in Facebook? Higher education and the world’s largest social network (pp.90-99). New York: Routledge.
    • Miller, D. (2011). Tales from Facebook. Cambridge: Polity.
    • Morozov, E. (2014, Aug. 10). My FT oped on privacy, subjectivity and Facebook. The Financial Times/Notes EM. http://evgenymorozov.tumblr.com/post/94364369710/my-ft-oped-on-privacy-subjectivity-and-facebook
    • Nielsen, L. (2013, Jul. 28). 5 best practices to consider when using Facebook with students. The Innovative Educator. http://theinnovativeeducator.blogspot.sg/2013/07/5-best-practices-to-consider-when-using.html
    • Online College. (n.d.). 99 ways you should be using Facebook in your classroom [updated]. Online College. http://www.onlinecollege.org/2012/05/21/100-ways-you-should-be-using-facebook-in-your-classroom-updated/
    • Orton-Johnson, K. (2014). Rethinking community? Facebook as a learning backchannel. In M. Kent & T. Leaver (Eds.), An education in Facebook? Higher education and the world’s largest social network (pp.100-108). New York: Routledge.
    • Ranieri, M., Manca, S., & Fini, A. (2012). Why (and how) do teachers engage in social networks? An exploratory study of professional use of Facebook and its implications for lifelong learning. British Journal of Educational Technology, 43(5), 754-769.
    • Raynes-Goldie, K., & Lloyd, C. (2014). Unfriending Facebook? Challenges from an educator’s perspective. In M. Kent & T. Leaver (Eds.), An education in Facebook? Higher education and the world’s largest social network (pp.153-161). New York: Routledge.
    • Rego, B. (2009). A teacher’s guide to using Facebook. http://www.scribd.com/doc/16957158/Teachers-Guide-to-Using-Facebook-Read-Fullscreen
    • Sauter, T. (2014). ‘What’s on your mind?’ Writing on Facebook as a tool for self-formation. New Media & Society, 16(5), 823-839. http://eprints.qut.edu.au/69098/
    • Seo, M., Kim, J., & Yang, H. (2016). Frequent interaction and fast feedback predict perceived social support: Using crawled and self-reported data of Facebook users. Journal of Computer-Mediated Communication, 21, 282-297.
    • Shraim, K. (2014). Pedagogical innovation within Facebook: A case study in tertiary education in Palestine. International Journal of Emerging Technologies in Education, 9(8), 25-31. http://online-journals.org/index.php/i-jet/article/view/3805
    • Towner, T.L., & Lego Muñoz, C. (2011). Facebook and education: A classroom connection? In C. Wankel (Ed.), Educating educators with social media (pp.33-57). Bradford: Emerald Group.
    • Wang, Q., et al. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology,43(3), 428-438.
    • Warner, C., & Chen, H.-I. (2017). Designing talk in social networks: What Facebook teaches us about conversation. Language Learning & Technology, 21(2), 121-138. http://www.lltjournal.org/item/3005
    • Wilken, R. (2014). Places nearby: Facebook as a location-based social media platform. New Media & Society, 16(7), 1087-1103.

Social sharing (YouTube)

Sociopolitical issues

    • Arbesman, S. (2016). Overcomplicated: Technology at the limits of comprehension. New York: Current.
    • Baldwin, R. (2016). The great convergence: Information technology and the new globalization. Cambridge, MA: Belknapp Press.
    • Barber, M., Donnelly, K., & Rizvi, S. (2013). An avalanche is coming: Higher education and the revolution ahead. http://www.ippr.org/images/media/files/publication/2013/04/avalanche-is-coming_Mar2013_10432.pdf
    • Barney, D. (2007). The question of education in technological society. In J. Lockard & M. Pegrum (Eds.), Brave new classrooms: Democratic education and the Internet (pp.271-284). New York: Peter Lang.
    • Baym, N. (2010). Personal connections in the digital age. Cambridge: Polity.
    • Benkler, Y. (2006). The wealth of networks: How social production transforms markets and freedom. New Haven: Yale UP.
    • Benkler, Y. (2011). The penguin and the leviathan: The triumph of cooperation over self-interest. New York: Crown Business.
    • Benkler, Y., & Sunstein, C. (2008). Our world digitized: The good, the bad and the ugly. MIT Center for Future Civic Media.
    • 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
    • Bess, M. (2015). Make way for the superhumans: How the science of bio-enhancement is transforming our world, and how we need to deal with it. London: Icon.
    • Bilton, N. (2010). I live in the future and here’s how it works: Why your world, work, and brain are being creatively disrupted. New York: Crown Business.
    • boyd, d. (2008). Why youth [heart] social network sites: The role of networked publics in teenage social life. In D. Buckingham (Ed.), Youth, identity, and digital media (pp.119-142). Cambridge, MA: MIT Press. http://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID1518924_code727672.pdf?abstractid=1518924&mirid=1
    • boyd, d. (2009). Living and learning with social media, paper presented at Penn State Symposium for Teaching and Learning with Technology, State College, Pennsylvania, 18 Apr. http://www.danah.org/papers/talks/PennState2009.html
    • boyd, d. (2009). The not-so-hidden politics of class online. Personal Democracy Forum. http://www.youtube.com/watch?v=qGL09x76MGQ
    • Broadband Commission Working Group on Broadband and Gender. (2013). Doubling digital opportunities: Enhancing the inclusion of women and girls in the information society. ITU/UNESCO. http://www.broadbandcommission.org/Documents/working-groups/bb-doubling-digital-2013.pdf
    • Buchanan, R. (2011). Paradox, promise and public pedagogy: Implications of the Federal Government’s Digital Education Revolution. Australian Journal of Teacher Education, 36(2): 67-78. http://ro.ecu.edu.au/ajte/vol36/iss2/6/
    • Carr, N. (2008). The big switch: Rewiring the world, from Edison to Google. New York: W.W. Norton.
    • Carr, N. (2012, May 4). The economics of digital sharecropping. Rough Type. http://www.roughtype.com/archives/2012/05/the_economics_o_1.php
    • Carr, N. (2013). All can be lost: The risk of putting our knowledge in the hands of machines. The Atlantic, November. http://www.theatlantic.com/magazine/archive/2013/11/the-great-forgetting/309516/
    • Carr, N. (2015). The glass cage: Where automation is taking us. London: The Bodley Head.
    • Carr, N. (2016). Utopia is creepy and other provocations. New York: W.W. Norton.
    • Castells, M. (2010). The rise of the network society (2nd ed.). Oxford: Wiley-Blackwell.
    • Castells, M. (2012). Networks of outrage and hope: Social movements in the internet age. Cambridge: Polity.
    • Castells, M. (2013). Communication power (2nd ed.). Oxford: OUP.
    • Chatfield, T. (2012). How to thrive in the digital age. London: Pan Macmillan.
    • Cho, A. (2017). Default publicness: Queer youth of color, social media, and being outed by the machine. New Media & Society. [online first]
    • Cohen, N. (2018). The know-it-alls: The rise of Silicon Valley as a political powerhouse and social wrecking ball. London: Oneworld.
    • Collin, R., & Apple, M.W. (2009). New literacies and new rebellions in the global age. In M.W. Apple (Ed.), Global crises, social justice, and education (pp.25-60). Hoboken: Routledge.
    • Dutton, W.H. (2013). ​The Oxford handbook of internet studies.​ Oxford: OUP.
    • Eagleman, D. (2010). Why the net matters: How the internet will save civilization. Canongate.
    • Evans, J. (2011). The end of history, part ii. TechCrunch. http://techcrunch.com/2011/02/13/the-end-of-history-part-ii/
    • Foer, F. (2017). World without mind: The existential threat of big tech. New York: Penguin.
    • Gee, J.P. (2013). The anti-education era: Creating smarter students through digital learning. New York: Palgrave Macmillan.
    • Gent, E. (2019, Aug. 29). The ‘ghost work’ powering tech magic. BBC: Worklife 101. https://www.bbc.com/worklife/article/20190829-the-ghost-work-powering-tech-magic
    • Ghonim, W. (2012). Revolution 2.0: The power of the people is greater than the people in power. Boston: Houghton Mifflin Harcourt.
    • Goldstein, G.M. (2014). The end of the internet? The Atlantic, Jul./Aug. http://www.theatlantic.com/magazine/archive/2014/07/the-end-of-the-internet/372301/
    • Goodfellow, R. (2007). From ‘equal access’ to ‘widening participation’: The discourse of equity in the age of e-learning. In J. Lockard & M. Pegrum (Eds.), Brave new classrooms: Democratic education and the Internet (pp.55-74). New York: Peter Lang.
    • Gray, M. L., & Suri, S. (2019). Ghost work: How to stop Silicon Valley from building a new global underclass. Houghton Mifflin.
    • Gregg, M. (2011). Work’s intimacy. Cambridge: Polity.
    • Harris, M. (2014). The end of absence: Reclaiming what we’ve lost in a world of constant connection. New York: Current.
    • Ito, J., & Howe, J. (2016). Whiplash: How to survive our faster future. New York: Grand Central.
    • Jarvis, J. (2009). What would Google do? Collins Business.
    • Jenkins, H. (2004, Jun. 4). Photoshop for democracy. Technology Review. http://www.technologyreview.com/Biotech/13648/?a=f
    • Keen, A. (2015). The internet is not the answer. London: Atlantic Books.
    • Keen, A. (2018). How to fix the future: Staying human in the digital age. London: Atlantic Books.
    • Klimburg, A. (2017). The darkening web: The war for cyberspace. New York: Penguin.
    • Lanier, J. (2018). Ten arguments for deleting your social media accounts right now. Henry Holt.
    • Lessig, L. (2006). Code is law. In L. Lessig, Code version 2.0 (pp.1-8). New York: Basic Books.
    • Levy, M. (2013). Review of ‘Learning in the cloud: How (and why) to transform schools with digital media’. Language Learning & Technology, 17(1), 64-68. http://llt.msu.edu/issues/february2013/review4.pdf
    • Marche, S. (2015, Feb. 14). The epidemic of facelessness. The New York Times. http://www.nytimes.com/2015/02/15/opinion/sunday/the-epidemic-of-facelessness.html
    • Marwick, A.E. (2013). Status update: Celebrity, publicity, and branding in the social media age. New Haven, CT: Yale University Press.
    • Morozov, E. (2013). To save everything, click here: Technology, solutionism and the urge to fix problems that don’t exist. London: Penguin.
    • Moyle, K. (2010). Building innovation: Learning with technologies. Camberwell, VIC: ACER Press. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1009&context=aer
    • Nodin, N., et al. (2014). Sexual use of the internet: Perceived impact on MSMs’ views of self and others. New Media & Society, 16(5), 719-736.
    • Noveck, B.S. (2009). Wiki government: How technology can make government better, democracy stronger, and citizens more powerful. Brookings Institution Press.
    • O’Reilly, T. (2017). WTF: What’s the future and why it’s up to us. London: Random House Business Books.
    • Pegrum, M. (2009). From blogs to bombs: The future of digital technologies in education. Crawley, WA: UWA Publishing.
    • Pesce, M. (2008). This, that and the other. The Human Network, 27 Sep. http://blog.futurestreetconsulting.com/?p=76
    • Qiu, J.L. (2016). Goodbye iSlave: A manifesto for digital abolition. Urbana, IL: University of Illinois Press.
    • Rainie, L., Anderson, J., & Albright, J. (2017, Mar. 29). The future of free speech, trolls, anonymity and fake news online. Washington, DC: Pew Research Center. http://www.pewinternet.org/2017/03/29/the-future-of-free-speech-trolls-anonymity-and-fake-news-online/
    • Rheingold, H. (2002). Smart mobs: The next social revolution. Cambridge, MA: Basic Books.
    • Rigby, B., & Rock the Vote. (2008). Mobilizing generation 2.0: A practical guide to using web2.0 technologies to recruit, organize and engage youth. Jossey-Bass.
    • Rushkoff, D. (2013). Present shock: When everything happens now. New York: Penguin.
    • 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
    • Scherer, M. (2013, June 24). The geeks who leak. Time. http://content.time.com/time/magazine/article/0,9171,2145506,00.html
    • Scholz, T. (2013). Digital labor: The internet as playground and factory. New York: Routledge.
    • Schwab, K. (2018). Shaping the fourth industrial revolution (with N. Davis). Geneva: World Economic Forum.
    • Selwyn, N. (2011). Education and technology: Key issues and debates. London: Continuum.
    • Selwyn, N. (2013). Education in a digital world: Global perspectives on technology and education. New York: Routledge.
    • Selwyn, N. (2014). Digital technology and the contemporary university: Degrees of digitization. SRHE. London: Routledge.
    • Selwyn, N. (2014). Distrusting educational technology: Critical questions for changing times. New York: Routledge.
    • Selwyn, N. (2015). Never believe the hype: Questioning digital ‘disruption’ and other big ideas. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions. Port Melbourne, VIC: Cambridge University Press.
    • Selwyn, N. (2016). Is technology good for education? Cambridge: Polity.
    • Shifman, L., Levy, H., & Thelwall, M. (2014). Internet jokes: The secret agents of globalization? Journal of Computer-Mediated Communication, 19(4), 727-743.
    • Shirky, C. (2005). Institutions vs collaboration. TED Talks. http://www.ted.com/index.php/talks/clay_shirky_on_institutions_versus_collaboration.html
    • Shirky, C. (2008). Here comes everybody: The power of organizing without organizations. Camberwell, Vic.: Allen Lane.
    • Srnicek, N. (2017). Platform capitalism. Polity.
    • Stalder, F. (2008). Bourgeois anarchism and authoritarian democracies. First Monday, 13(7). http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2077
    • Sunstein, C. (2017). #republic: Divided democracy in the age of social media. Princeton, NJ: Princeton University Press.
    • Susskind, R., & Susskind, D. (2015). The future of the professions: How technology will transform the work of human experts. Oxford: Oxford University Press.
    • Toyama, K. (2015). Geek heresy: Rescuing social change from the cult of technology. New York: Public Affairs.
    • Tsongo, E. (2020, Mar. 1). Children in the Democratic Republic of Congo mine for coltan and face abuse to supply smartphone industry. ABC News. https://www.abc.net.au/news/2020-03-01/tech-companies-rely-child-labour-abuse-to-mine-coltan-in-congo/11855258
    • Tufekci, Z. (2017). Twitter and tear gas: The power and fragility of networked protest. New Haven, CT: Yale University Press.
    • Vaidhyanathan, S. (2011). The googlization of everything (and why we should worry). Berkeley: University of California Press.
    • Wachter-Boettcher, S. (2017). Technically wrong: Sexist apps, biased algorithms, and other threats of toxic tech. New York: W.W. Norton.
    • Wajcman, J. (2015). Pressed for time: The acceleration of life in digital capitalism. Chicago: The University of Chicago Press.
    • West, M., Kraut, R., & Chew, H. E. (2019). I’d blush if I could: Closing gender divides in digital skills through education. EQUALS/UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000367416
    • Wilson, J., & Chivers Yochim, E. (2015). Pinning happiness: Affect, social media, and the work of mothers. In E. Levine (Ed.), Cupcakes, Pinterest, and ladyporn: Feminized popular culture in the early twenty-first century. Urbana, IL: University of Illinois Press.
    • Zittrain, J. (2008). The future of the internet – and how to stop it. Yale UP.
    • Zittrain, J. (2009). The web as random acts of kindness. TED Talks. http://www.ted.com/talks/jonathan_zittrain_the_web_is_a_random_act_of_kindness.html
    • Zuckerman, E. (2013). Rewire: Digital cosmopolitans in the age of connection. New York: W.W. Norton.
    • Zuckerman, E. (2014). New media, new civics? Policy and Internet, 6(2), 151-168.

Surveillance (Censorship)

    • Allnutt, L. (2010, Nov. 4). The future of censorship. Radio Free Europe/Radio Liberty. http://www.rferl.org/content/The_Future_Of_Censorship_/2211073.html
    • Anderson, J., & Rainie, L. (2014, Jul. 3). Net threats. http://www.pewinternet.org/2014/07/03/net-threats/
    • Bauman, Z., & Lyon, D. (2013). Liquid surveillance: A conversation. Cambridge: 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
    • Beyer, J.L. (2013). The emergence of a Freedom of Information movement: Anonymous, WikiLeaks, the Pirate Party, and Iceland. Journal of Computer-Mediated Communication, 19(2), 141-154.
    • 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
    • Brin, S. (2012, Apr. 15). Web freedom faces greatest threat ever. The Guardian. http://www.guardian.co.uk/technology/2012/apr/15/web-freedom-threat-google-brin
    • 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. Cham: 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: 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/
    • Deibert, R., & Rohozinski, R. (2010). Beyond denial: Introducing next-generation information access controls. In R. Deibert et al (Eds.), Access controlled: The shaping of power, rights, and rule in cyberspace (pp.3-13). Cambridge, MA: MIT Press.
    • Electronic Frontier Foundation [US]. http://www.eff.org/
    • Electronic Frontiers Australia. 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.). Cambridge: Polity.
    • Faris, R., & Villeneuve, N. (2008). Measuring global internet filtering. In R.J. Dreibert et al (Eds.), Access denied: The practice and policy of global internet filtering (pp.5-27). Cambridge, MA: MIT Press. 
    • Fuchs, C., Boersma, K., Albrechtslund, A., & Sandoval, M. (2011). Introduction: Internet and surveillance. In C. Fuchs et al (Eds.), Internet and surveillance: The challenges of web 2.0 and social media (pp.1-28). New York: Routledge. http://fuchs.uti.at/wp-content/uploads/IS_Introduction.pdf
    • 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. http://www.globalvoicesonline.org/
    • Harcourt, B.E. (2015). Exposed: Desire and disobedience in the digital age. Cambridge, MA: 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.
    • Herdict [US]. http://www.herdict.org/web/
    • Hvistendahl, M. (2017, Dec. 14). Inside China’s vast new experiment in social ranking. Wired. https://www.wired.com/story/age-of-social-credit/
    • Lamoureux, E. L. (2016). Privacy, surveillance, and the new media you. New York: 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. London Bloomsbury.
    • MacKinnon, R. (2012). Consent of the networked: The worldwide struggle for internet freedom. New York: Basic Books.
    • OpenNet Initiative [Canada/US]. http://opennet.net/
    • Open Rights Group [UK]. http://www.openrightsgroup.org/
    • Pasquale, F. (2015). The black box society: The secret algorithms that control money and information. Cambridge, MA: Harvard University Press.
    • Pomerantz, J. (2015). Metadata. Cambridge, MA: 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. New York: W.W. Norton.
    • Silverman, J. (2015). Terms of service: Social media and the price of constant connection. New York: Harper Perennial.
    • Stanley, J. (2013, May 6). The privacy-invading potential of eye tracking technology. ACLU.  https://www.aclu.org/blog/national-security/privacy-invading-potential-eye-tracking-technology
    • Wachter-Boettcher, S. (2017). Technically wrong: Sexist apps, biased algorithms, and other threats of toxic tech. New York: W.W. Norton.
    • Watkins, S.C. (2012, Jan. 30). What schools are really blocking when they block social media. DML Central. http://dmlcentral.net/blog/s-craig-watkins/what-schools-are-really-blocking-when-they-block-social-media
    • 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.

Textspeak (Netspeak)

See also: Publications on Mobile Learning.

    • Al-Sa’Di, R.A., & Hamdan, J.M. (2005). Synchronous online chat English: Computer-mediated communication. World Englishes, 24(4), 409-424.
    • Baron, N.S. (2008). Always on: Language in an online and mobile world. OUP.
    • Carrington, V. (2005). Txting: The end of civilization (again)? Cambridge Journal of Education, 35(2), 161-175.
    • Cheater, A. (2006). Beyond meatspace – or, Geeking out in e-English. English Today, 22(1), 18-28.
    • Coughlan, S. (2010, Jan. 20). Phone texting ‘helps pupils to spell’. BBC News, 20 Jan. http://news.bbc.co.uk/2/hi/uk_news/education/8468351.stm
    • Crystal, D. (2001). Language and the internet. Cambridge: CUP.
    • Crystal, D. (2008). Texting. ELT Journal, 62(1), 77-83.
    • Crystal, D. (2008). Txtng: The gr8 db8. OUP.
    • Dent, S. (2007). Online English: The new normal. In S. Dent, The language report (pp.97-104). Oxford: OUP.
    • Graddol, D., Goodman, S., & Lillis, T. (Eds.). (2007). Redesigning English. Routledge.
    • Kemp, N. (2011). Mobile technology and literacy: Effects across cultures, abilities and the lifespan. Journal of Computer Assisted Learning, 27(1), 1-3.
    • Lyddy, F, et al. (2013). An analysis of language in university students’ text messages. Journal of Computer-Mediated Communication.
    • Norman, H. (2003). If they won’t write, get them to text. The Guardian Weekly, 15 May. http://education.guardian.co.uk/tefl/story/0,5500,956003,00.html
    • Rives. (2008). A 3-minute story of mixed emoticons. TED Talks. http://www.ted.com/index.php/talks/rives_tells_a_story_of_mixed_emoticons.html
    • Wheeler, T. (2012, May 3). Technoliteracy. Learning with ‘e’s. http://steve-wheeler.blogspot.co.uk/2012/05/technoliteracy.html

TPACK & SAMR

    • 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). New York: 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.
    • Brantley-Dias, L., & Ertmer, P. (2013). Goldilocks and TPACK: Is the construct “just right?” Journal of Research on Technology in Education, 46(2), 103-128.
    • Chai, C.S., Tan, L., Deng, F., & Koh, J.H.L. (2017). Examining pre-service teachers’ design capacities for web-based 21st 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.
    • 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
    • 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. New York: 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.
    • 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). New York: Routledge.
    • Magana, S. (2017). Disruptive classroom technologies: A framework for innovation in education. Thousand Oaks, CA: Corwin.
    • Mishra, P. (2013). TEI Intro to TPACK. http://vimeo.com/71520305
    • 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
    • Sanchez, H.S., & Borg, S. (2014). Insights into L2 teachers’ pedagogical content knowledge: A cognitive perspective on their grammar explanations. System, 44, 45-53.
    • TPACK.org. (ongoing). http://www.tpack.org/

Videos (Vodcasting)

    • Chen, C.W.-Y. (2018). Developing EFL students’ digital empathy through video production. System, 77, 50-57.
    • Cisco. (2017). Cisco visual networking index: Global mobile data traffic forecast update, 2016-2021. White paper. San Jose, CA: Cisco.
    • ELI. (2016). 7 things you should know about … online video platforms. EDUCAUSE. https://library.educause.edu/resources/2016/12/7-things-you-should-know-about-online-video-platforms
    • Giannakos, M.N., Jaccheri, L., & Krogstie, J. (2015). Exploring the relationship between video lecture usage patterns and students’ attitudes. British Journal of Educational Technology [early view].
    • Jin, Y.-J., & Wang, H.-C. (2018). Using enhanced OER videos to facilitate English L2 learners’ multicultural competence. Computers & Education, 125, 74-85.
    • Ooyala. (ongoing). See how the world is watching. http://www.ooyala.com/online-video-index
    • Pan, G., et al. (2012). Instructor-made videos as a learner scaffolding tool. Journal of Online Learning and Teaching, 8(4). http://jolt.merlot.org/vol8no4/pan_1212.pdf

Virtual worlds

VoIP

Web 1.0

Web 2.0 (Social media)

Web 3.0

Wikipedia

    • Ayers, P., Matthews, C., & Yates, B. (2008). How Wikipedia works: And how you can be a part of it. San Francisco: No Starch Press.
    • Azzam, A., Bresler, D., Leon, A., Maggio, L., Whitaker, E., Heilman, J., Orlowitz, J., et al. (2017). Why medical schools should embrace Wikipedia: Final-year medical student contributions to Wikipedia articles for academic credit at one school. Academic Medicine, 92(2), 194-200. http://doi.org/10.1097/ACM.0000000000001381
    • Bilić, P. (2015). ‘Searching for a centre that holds’ in the network society: Social construction of knowledge on, and with, English Wikipedia. New Media & Society, 17(8), 1258-1276.
    • Broughton, J. (2008). Wikipedia: The missing manual. Pogue.
    • Bruckman, A. (2011, May 18). Should you believe Wikipedia? The Next Bison: Social Computing and Culture. http://nextbison.wordpress.com/2011/05/18/should-you-believe-wikipedia/
    • Cohen, N. (2011, Aug. 7). When knowledge isn’t written, does it still count? The New York Times. http://www.nytimes.com/2011/08/08/business/media/a-push-to-redefine-knowledge-at-wikipedia.html
    • Cummings, R.E. (2009). Lazy virtues: Teaching writing in the age of Wikipedia. Vanderbilt University Press.
    • Dawson, C. (2010). Teachers: Please stop prohibiting the use of Wikpedia. ZDNet. http://www.zdnet.com/blog/education/teachers-please-stop-prohibiting-the-use-of-wikipedia/4319
    • Dube, R. (2012, Jul. 5). The origins of Wikipedia: How it came to be [Geek history lesson]. MakeUseOf. http://www.makeuseof.com/tag/origins-wikipedia-si-title/
    • Giles, J. (2005). Internet encyclopedias go head to head. Nature, 438, 900-901. / Anon. (2006). Britannica attacks. Nature, 440, 582.
    • Kill, M. (2012). Teaching digital rhetoric: Wikipedia, collaboration, and the politics of free knowledge. In B. Hirsch (Ed.), Digital humanities pedagogy: Practices, principles and politics. Open Book.
    • Leitch, T. (2014). Wikipedia U: Knowledge, authority, and liberal education in the digital age. Baltimore, MD: Johns Hopkins University Press.
    • Lih, A. (2009). The Wikipedia revolution: How a bunch of nobodies created the world’s greatest encyclopedia. Hyperion.
    • Matthews, C., Yates, B., & Ayers, P. (2008). How Wikipedia works. No Starch Press.
    • Mueller, D. (2019). Review: Wikipedia: The Free Encyclopedia. Journal of the American Musicological Society, 72(1), 279-295. http://doi.org/10.1525/jams.2019.72.1.279
    • O’Sullivan, D. (2009). Wikipedia: A new community of practice? Farnham, Surrey: Ashgate.
    • Proffitt, M. (2018). Leveraging Wikipedia: Connecting communities of knowledge. Chicago: ALA.
    • Reagle, Jr., J.M. (2010). Good faith collaboration: The culture of Wikipedia. Cambridge, MA: MIT Press.
    • Reagle, J. M., Jr., & Koerner, J. (2020). Wikipedia @ 20: Stories of an incomplete revolution. MIT Press.
    • Pressley, L., & McCallum, C.J. (2008). Putting the library in Wikipedia. Information Today, 32(5). http://www.infotoday.com/online/sep08/Pressley_McCallum.shtml

Wikis

    • Abdekhodaee, A., Chase, A.-M., & Ross, B. (2017). Wikis for group work: Encouraging transparency, benchmarking, and feedback. Australasian Journal of Educational Technology, 33(5), 15-31.
    • Bruns, A., & Humphreys, S. (2005). Wikis in teaching and assessment: The M/Cyclopedia project. Paper presented at International Wiki Symposium, 16-18 Oct., San Diego. http://eprints.qut.edu.au/2289/
    • Deng, L. (2018). Exploring participatory learning through wiki: A review of literature. International Journal on E-Learning, 17(4), 453-478.
    • EDUCAUSE Learning Initiative. (2005). 7 things you should know about wikis. EDUCAUSE. http://www.educause.edu/ir/library/pdf/ELI7004.pdf
    • Green, T.D., Brown, A., & Robinson, L. (2008). Making the most of the web in your classroom: A teacher’s guide to blogs, podcasts, wikis, pages, and sites. Thousand Oaks: Corwin.
    • Lamb, B. (2004). Wide open spaces: Wikis, ready or not. EDUCAUSE Review, 39, 36-48. http://www.educause.edu/ir/library/pdf/erm0452.pdf
    • Lefever, L. (2007). Wikis. Common Craft. http://www.commoncraft.com/video-wikis-plain-english
    • Mader, S. (2008). Wikipatterns: A practical guide to improving productivity and collaboration in your organization. Indianapolis: Wiley.
    • Mitchell, P. (2006). Wikis in education. In J. Klobas, Wikis: Tools for information, work and collaboration (pp.119-147). [With contributions from A. Beesley et al.] Oxford: Chandos.
    • Richardson, W. (2008). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks: Corwin.
    • Ruth, A., & Houghton, L. (2009). The wiki way of learning. Australasian Journal of Educational Technology, 25(2), 135-152.
    • Tomei, J., & Lavin, R.S. (2007). Avoiding the bleeding edge of wikis. Essential Teacher, 4(2), 26-29.
    • Pegrum, M. (ongoing). Wikis. Digital learning. http://wp.me/P8xJjA-Y
    • Valcarcel Craig, D. (2013). Content creators and language learners: Exploring web 2.0 and wikis. JEO, 10(2). http://www.thejeo.com/Archives/Volume10Number2/ValcarcelCraig.pdf
    • West, J.A., & West, M.L. Using wikis for online collaboration: The power of the read-write web. Jossey-Bass. 
    • Wikipedia. (ongoing). Wiki. Wikipedia. http://en.wikipedia.org/wiki/Wiki

Young learners

    • Albion, P., Campbell, C., & Jobling, W. (2018). Technologies education for the primary years. South Melbourne, VIC: Cengage.
    • Beauchamp, G. (2017). Computing and ICT in the primary school. Routledge.
    • Bird, J., & Edwards, S. (2015). Children learning to use technologies through play: A digital play framework. British Journal of Educational Technology, 46(6), 1149-1160.
    • Brito, R., Dias, P., & Oliveira, G. (2018). Young children, digital media and smart toys: How perceptions shape adoption and domestication. British Journal of Educational Technology [early view].
    • Buckingham, D. (2007). Beyond technology: Children’s learning in the age of digital culture. Polity.
    • Carrington, V. Rethinking middle years: Early adolescents, schooling and digital culture. Allen & Unwin.
    • Edwards, S. (2015). Digital technologies in early childhood education. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions. Port Melbourne, VIC: Cambridge University Press.
    • Filucci, S. (2016, Mar. 15). Got FOMO? Practical tips for easing kids’ social media anxiety. Common Sense Media. https://www.commonsensemedia.org/blog/got-fomo-practical-tips-for-easing-kids-social-media-anxiety
    • Furlong, J., & Davies, C. (2012). Young people, new technologies and learning at home: Taking context seriously. Oxford Review of Education, 38(1), 45-62.
    • Ioannou-Georgiou, S. (2005). Using the internet with young learners. In P. Pavlou & K. Smith (Eds.), Serving TEA to young learners: Proceedings of the Conference on Testing Young Learners organized by the University of Cyprus, IATEFL and CyTEA (pp.149-165). Nicosia: University of Cyprus.
    • Kaye, B. (ongoing). ICTs in early Education. http://goo.gl/ZvCGFa
    • Livingstone, S., & Third, A. (2017). Children and young people’s rights in the digital age: An emerging agenda. New Media & Society, 19(5), 657-670.
    • Manches, A., & Plowman, L. (2017). Computing education in children’s early years. British Journal of Educational Technology, 48(1), 191-201.
    • Noorhidawati, A., Ghalebandi, S.G., & Hajar, R.S. (2015). How do young children engage with mobile apps? Cognitive, psychomotor, and affective perspective. Computers & Education, 87, 385-395.
    • National Association for the Education of Young Children/The Fred Rogers Center for Early Learning and Media at Saint Vincent College. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. http://goo.gl/lVh1hx
    • Parker, L. (2008). Technology-mediated learning environments for young English learners: Connections in and out of school. New York: Lawrence Erlbaum.
    • Robb, M. (2015). Tweens, teens, and screens: What our new research uncovers. Commonsense Media. https://www.commonsensemedia.org/blog/tweens-teens-and-screens-what-our-new-research-uncovers
    • Umayahara, M. (2014, 20 Jun.). Benefits and risks of ICT use in early childhood. UNESCO Bangkok: ICT in Education. http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/item/article/benefits-and-risks-of-ict-use-in-early-childhood/
    • Watts-Taffe, S.N. Integrating literacy and technology: Effective practice for grades K-6. Guilford Press.
    • Wesch, M. & students (2007). A vision of students today. http://www.youtube.com/watch?v=dGCJ46vyR9o
    • Younie, S., Leask, M., & Burden, K. (2014). Teaching and learning with ICT in the primary school (2nd ed.). Routledge.

Youth

    • Anderson, J., & Rainie, L. (2012). Millennials will benefit and suffer due to their hyperconnected lives. Pew Internet. http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx
    • Bahr, N., & Pendergast, D. (2007). The millennial adolescent. ACER Press.
    • Crawford, K., & Goggin, G. (2008). Handsome devils: Mobile imaginings of youth culture. Global Media Journal (Australian Edition), 1(1).
    • Davies, H., & Eynon, R. (2018). Is digital upskilling the next generation our ‘pipeline to prosperity’? New Media & Society, 20(11), 3961-3979.
    • Goodstein, A. (2007). Totally wired: What teens and tweens are really doing online. St. Martin’s Griffin.
    • Ito, M., et al. (2009). Hanging out, messing around, and geeking out. Cambridge, MA: MIT Press.
    • Kapidzic, S., & Herring, S.C. (2011). Gender, communication, and self-presentation in teen chatrooms revisited: Have patterns changed? JCMC, 17, 39-59. http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2011.01561.x/pdf
    • Kelly, K. (2011, Apr. 24). Born digital. The Techium. http://www.kk.org/thetechnium/archives/2011/04/born_digital.php
    • Livingstone, S., & Third, A. (2017). Children and young people’s rights in the digital age: An emerging agenda. New Media & Society, 19(5), 657-670.
    • Loader, B. (Ed.). (2007). Young citizens in the digital age: Political engagement, young people and new media. London: Routledge.
    • Lupton, D., & Williamson, B. (2017). The datafied child: The dataveillance of children and implications for their rights. New Media & Society, 19(5), 780-794.
    • Madden, M., et al. (2013). Teens and technology 2013.​ Pew Internet. http://www.pewinternet.org/Reports/2013/Teens-and-Tech.aspx
    • Montgomery, K. (2007). Generation digital: Politics, commerce, and childhood in the age of the internet. Cambridge, MA: MIT Press.
    • Palfrey, J., & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. New York: Basic Books.
    • Palfrey, J., & Gasser, U. (2011). Reclaiming an awkward term: What we might learn from ‘digital natives’. In M. Thomas, Ed., Deconstructing digital natives: Young people, technology and the new literacies. London: Routledge.
    • Rideout, V. (2012). Social media, social life: How teens view their digital lives. San Francisco: Common Sense Media. http://www.commonsensemedia.org/sites/default/files/research/socialmediasociallife-final-061812.pdf
    • Stern, S. (2008). Producing sites, exploring identities: Youth online authorship. In D. Buckingham (Ed.), Youth, identity, and digital media (pp.95-117). Cambridge, MA: MIT Press.
    • Twenge, J. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy – and completely unprepared for adulthood. New York: Atria.

Mark Pegrum

 

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    PPTELL Conference Taipei, Taiwan 3-5 July 2019 The second Pan-Pacific Technology-Enhanced Language Learning Conference took place over three days in midsummer in Taipei, with a focus on language learning within smart learning environments. In his keynote, In a SMART world, why do we need language learning?, Robert Godwin-Jones spoke of visions of a world with universal […]

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Last updated 2020 · Content may be reused under CC BY 4.0 Licence except as indicated. Homepage image used under licence from Shutterstock (2017). Section title page images used under licence from iStock (2017).

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