Publications on digital learning

This webpage contains references on major theories, frameworks, and issues in digital learning. The vast majority date from the last decade (2012 onwards) but some important older publications, especially books and key articles, are included. Older references may be in older bibliographic formats.

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

• • Barber, M., Donnelly, K., & Rizvi, S. (2012, Aug.). Oceans of innovation: The Atlantic, the Pacific, global leadership and the future of education. 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. Cambridge University Press.
  • Henriksen, D., Mishra, P., & Mehta, R. (2015). Novel, effective, whole: Toward a NEW framework for evaluations of creative products. Journal of Technology and Teacher Education, 23(3), 455-478.
  • Jenkins, S., et al. (2016). The shifting paradigm of teaching: Personalized learning according to teachers. KnowledgeWorks/NCTAF.
  • Khan, S. (2012). The one world schoolhouse: Education reimagined. Hodder & Stoughton.
  • Lonka, K., Makkonen, J., Litmanen, T., Berg, M., Hietajärvi, L., Kruskopf, M., Lammassaari, H., et al. (2017). Road to 21^st century competence: Evaluation framework for transversal competences in the Finnish curriculum. Microsoft.
  • Robinson, K. (2011). Out of our minds: Learning to be creative (revised ed.). Capstone.
  • Stansberry, S., Thompson, P., & Kymes, A. (2015). Teaching creativity in a Master’s level educational technology course. Journal of Technology and Teacher Education, 23(3), 433-453.
  • Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. Corwin.

• • Howard, S.K., & Mozejko, A. (2015). Teachers: Technology, change and resistance. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions. Cambridge University Press.
  • 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
  • Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and Technology Acceptance Model. Educational Technology & Society, 21(3), 48-59. https://www.jstor.org/stable/26458506
  • Li, L. (2014). Understanding language teachers’ practice with educational technology: A case from China. System, 46, 105-119.
  • Makki, T.W., O’Neal, L.J., Cotton, S.R., & Rikard, R.V. (2018). When first-order barriers are high: A comparison of second- and third-order barriers to classroom computing integration. Computers & Education, 120, 90-97.
  • Oakley, G., & Pegrum, M. (2015). Engaging in networked learning: Innovating at the intersection of technology and pedagogy. Education Research and Perspectives, 42, 397-428. http://www.erpjournal.net/wp-content/uploads/2015/12/1_ERPV42_Oakley_2015_Engaged-in-Networked-Learning.pdf
  • 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.

See also: Learning analytics.

• • Alexander, B. (2019, Oct. 14). 5 AIs in search of a campus. EDUCAUSE Review. https://er.educause.edu/articles/2019/10/5-ais-in-search-of-a-campus
  • Alpaydin, E. (2016). Machine learning: The new AI. MIT Press.
  • Aoun, J.E. (2017). Robot-proof: Higher education in the age of artificial intelligence. MIT Press.
  • Argenton, G. (2017). Mind the gaps: Controversies about algorithms, learning and trendy knowledge. E-learning and Digital Media [early view].
  • Biddle, P. (2017, Jul. 5). AI is making it extremely easy for students to cheat. Wired. https://www.wired.com/story/ai-is-making-it-extremely-easy-for-students-to-cheat/
  • Bogost, I. (2018, May). Alexa is a revelation for the blind. The Atlantic. https://www.theatlantic.com/magazine/archive/2018/05/what-alexa-taught-my-father/556874/
  • Bostrom, N. (2014). Superintelligence: Paths, dangers, strategies. Oxford University Press.
  • Brockman, J. (Ed.). (2015). What to think about machines that think: Today’s leading thinkers on the age of machine intelligence. Harper Perennial.
  • Buckingham Shum, S. J., & Luckin, R. (2019). Learning analytics and AI: Politics, pedagogy and practices. British Journal of Educational Technology, 50(6), 2785-2793. https://doi.org/10.1111/bjet.12880
  • Buduma, N., & Lacascio, N. (2017). Fundamentals of deep learning: Designing next-generation machine intelligence algorithms. O’Reilly Media.
  • Chace, C. (2015). Surviving AI: The promise and peril of artificial intelligence. Three Cs.
  • Clark, A., Chen, J., Engelbert, N., & Kathman, B. (2020, Apr. 28). Three corporate voices: Artificial intelligence and machine learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/4/three-corporate-voices-artificial-intelligence-and-machine-learning
  • Colpaert, J., & Stockwell, G. (Eds.). (2022). Smart CALL: Personalization, contextualization, and socialization. Castledown.
  • Cox, T. (2018, May 21). Voice control: Why AI must resist our bad habit of stereotyping human speech. The Conversation. https://theconversation.com/voice-control-why-ai-must-resist-our-bad-habit-of-stereotyping-human-speech-96310
  • Crawford, K. (2021). Atlas of AI: Power, politics, and the planetary costs of artificial intelligence. Yale University Press.
  • 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. 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 University Press.
  • Harari, Y.N. (2017). Homo deus: A brief history of tomorrow. Vintage.
  • Hess, E. (2017, Jun. 19). In the AI age, ‘being smart’ will mean something completely different. Harvard Business Review. https://hbr.org/2017/06/in-the-ai-age-being-smart-will-mean-something-completely-different
  • Kaku, M. (2014). The future of the mind: The scientific quest to understand, enhance and empower the mind. Penguin.
  • Kaplan, J. (2015). Humans need not apply: A guide to wealth and work in the age of artificial intelligence. Yale University Press.
  • Kaplan, J. (2016). Artificial intelligence: What everyone needs to know. Oxford University Press.
  • Kasparov, G. (2017). Deep thinking: Where machine intelligence ends and human creativity begins. John Murray.
  • Katz, M. (2017, Nov. 15). Welcome to the era of the AI co-worker. Wired. https://www.wired.com/story/welcome-to-the-era-of-the-ai-coworker/
  • 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/
  • Luckin, R., Holmes, W., Griffiths, M., & Forcier, L.B. (. (2016). Intelligence unleashed: An argument for AI in education. Pearson. https://www.pearson.com/corporate/about-pearson/innovation/smarter-digital-tools/intelligence-unleashed.html
  • Lynch, P. (2016). The internet of us: Knowing more and understanding less in the age of big data. Liveright.
  • Mackenzie, A. (2017). Machine learners: Archaeology of a data practice. MIT Press.
  • Marr, B. (2016, Dec. 8). What is the difference between deep learning, machine learning and AI? Forbes. https://www.forbes.com/sites/bernardmarr/2016/12/08/what-is-the-difference-between-deep-learning-machine-learning-and-ai/
  • MathWorks. (2018). Introducing deep learning with MATLAB. https://au.mathworks.com/campaigns/offers/deep-learning-with-matlab.html
  • Miller, A. I. (2020). Creativity in the age of AI. American Scientist, 108(4), 244-249.
  • Mitchell, M. (2019). Artificial intelligence: A guide for thinking humans. Pelican.
  • Papagiannis, H. (2017). Augmented human: How technology is shaping the new reality. O’Reilly Media.
  • Parloff, R. (2017). The deep-learning revolution. In K. Kennedy & C. Mifsud (Eds.), Artificial intelligence: The future of humankind. Time.
  • Pullen, J.P. (2017). A lesson in communication. In K. Kennedy & C. Mifsud (Eds.), Artificial intelligence: The future of humankind. Time.
  • Rainie, L., & Anderson, J. (2017, Feb. 8). Code-dependent: Pros and cons of the algorithm age. Pew Research Center. http://www.pewinternet.org/2017/02/08/code-dependent-pros-and-cons-of-the-algorithm-age/
  • Rainie, L., & Anderson, J. (2017, May 3). The future of jobs and jobs training. Pew Research Center. http://www.pewinternet.org/2017/05/03/the-future-of-jobs-and-jobs-training/
  • Rusell, S. (2019). Human compatible: Artificial intelligence and the problem of control. Penguin.
  • Russell, S.J., & Norvig, P. Artificial intelligence: A modern approach (3rd ed.). Pearson.
  • Sandberg, A. (2015). Ethics of brain emulation. Journal of Experimental & Theoretical Artificial Intelligence, 26(3), 439-457.
  • 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. MIT Press.
  • Shepherd, T. (2018). AI, the personal, and rights. In Z. Papacharissi (Ed.), A networked self and human augmentics, artificial intelligence, sentience (pp. 187-200). Routledge.
  • Siemens, G. (2020, Feb. 24). The post-learning era in higher education: Human + machine. EDUCAUSE Review, 1, pp.60-62. https://er.educause.edu/-/media/files/articles/2020/3/er20_1111.pdf
  • Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers & Education, 151.  https://doi.org/10.1016/j.compedu.2020.103862
  • Staley, D. (2020, Aug. 10). Interface university and other scenarios for the AI economy. EDUCAUSE Review. https://er.educause.edu/articles/2020/8/interface-university-and-other-scenarios-for-the-ai-economy
  • Tegmark, M. (2017). Life 3.0: Being human in the age of artificial intelligence. Alfred A. Knopf.
  • Tonguç, G., & Ozkar, B. O. (2020). Automatic recognition of student emotions from facial expressions during a lecture. Computers & Education, 148.  https://doi.org/10.1016/j.compedu.2019.103797

See also: Digital wellness.

• • Andrews, G. (2020). Keep calm and log on: Your handbook for surviving the digital revolution. MIT Press.
  • Berg, M., & Seeber, B. K. (2016). The slow professor: Challenging the culture of speed in the academy. University of Toronto Press.
  • Berthon, P. R., & Pitt, L. F. (2019). Types of mindfulness in an age of digital distraction. Business Horizons, 62, 131-137. https://doi.org/10.1016/j.bushor.2018.10.003
  • Boulous Walker, M. (2016). Slow philosophy: Reading against the institution. Bloomsbury Academic.
  • 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.
  • boyd, d. (2017, Jan. 6). Hacking the attention economy. Points.  https://points.datasociety.net/hacking-the-attention-economy-9fa1daca7a37
  • Burkeman, O. (2021). Four thousand weeks. The Bodley Head.
  • Bush, M. (2011) Mindfulness in higher education. Contemporary Buddhism, 12(1), 183-197. https://doi.org/10.1080/14639947.2011.564838
  • Carr, N. (2010). The shallows: What the internet is doing to our brains. W.W. Norton.
  • Castek, J., & Ryoo, J. (2021). Mindfulness and compassion in teacher education. In R. E. Ferdig & K. E. Pytash (Eds.), What teacher educators should have learned from 2020 (pp.53-68). AACE. https://www.learntechlib.org/p/219088/
  • Chen, Y.-T., Shih, W.-L., Lee, C.-H., Wu, P.-L., & Tsai, C.-Y. (2021). Relationships among undergraduates’ problematic information security behavior, compulsive internet use, and mindful awareness in Taiwan. Computers & Education, 164. https://doi.org/10.1016/j.compedu.2021.104131
  • 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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1093/iwc/iwv044
  • 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
  • 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. https://doi.org/j.tate.2018.03.009
  • Doctorow, C. (2011, Feb. 22). Information overload? Time to relax then. The Guardian.
  • 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. https://doi.org/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.
  • Forbes, D. (2019). Mindfulness and its discontents: Education, self, and social transformation. Fernwood Publishing.
  • 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. MIT Press.
  • Goleman, D., & Davidson, R. J. (2017). The science of meditation: How to change your brain, mind and body. Penguin.
  • Hall, A. C. G., Lineweaver, T. T., Hogan, E. E., & O’Brien, S. W. (2020). On or off task: The negative influence of laptops on neighboring students’ learning depends on how they are used. Computers & Education, 153. https://doi.org/10.1016/j.compedu.2020.103901
  • Hari, J. (2022). Stolen focus: Why you can’t pay attention. Bloomsbury.
  • Harford, T. (2018). A powerful way to unleash your natural creativity. TED. https://www.ted.com/talks/tim_harford_a_powerful_way_to_unleash_your_natural_creativity
  • Harford, T. (2021, Apr. 8). Technology has turned back the clock on productivity. Tim Harford. https://timharford.com/2021/04/technology-has-turned-back-the-clock-on-productivity/
  • Jackson, M. (2009). Distracted: The erosion of attention and the coming dark age. 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. O’Reilly Media.
  • Lacy, M. (2014). The slow book revolution: Creating a new culture of reading on college campuses and beyond. ABC-CLIO.
  • Levy, D.M. (2016). Mindful tech: How to bring balance to our digital lives. 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). https://doi.org/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. https://doi.org/10.1016/j.copsyc.2018.11.012
  • Miedema, J. (2009). Slow reading. Litwin Books.
  • Mikics, D. (2013). Slow reading in a hurried age. Harvard University Press.
  • Naish, J. (2008). Enough: Breaking free from the world of more. Hodder & Stoughton.
  • Newkirk, T. (2011). Art of slow reading. Heinemann Educational Books.
  • Newport, C. (2019). Digital minimalism: Choosing a focused life in a noisy world. Penguin.
  • Newport, C. (2021). A world without email: Reimagining work in the age of overload. Penguin.
  • 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). Springer.
  • Pegrum, M. (ongoing). Digital safety & wellbeing. Digital learning. http://wp.me/P8xJjA-1C
  • Price, C. (2018). How to break up with your phone. Ten Speed Press.
  • Rheingold, H. (2011). Infotention part one: Getting ahead of info overload. http://www.youtube.com/watch?v=tAdOQCgwi2c
  • 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. https://doi.org/j.ctcp.2019.07.003
  • Steel, S. (2013). Contemplation as a corrective to technological education. Canadian Journal of Education, 36(3), 458-480.
  • Stewart, C., & Bower, M. (2019) Novice online educator conceptual frameworks: A mental model exploration of mindful learning design. Educational Media International, 56(1), 14-43. https://doi.org/10.1080/09523987.2019.1583463
  • 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
  • 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. https://doi.org/10.1016/j.concog.2013.10.010
  • Tishman, S. (2017). Slow looking: The art and practice of learning through observation. Routledge.
  • Vacca, R. (2018). Promises and pitfalls of computer-supported mindfulness: Exploring a situated mobile approach. Computers, 7(2). https://doi.org/10.3390/computers7010002
  • Whelan, E., Najmul Islam, A. K. M., & Brooks, S. (2020). Applying the SOBC paradigm to explain how social media overload affects academic performance. Computers & Education, 143. https://doi.org/10.1016/j.compedu.2019.103692

• • Arfé, B., Vardanega, T., & Ronconi, L. (2020). The effects of coding on children’s planning and inhibition skills. Computers & Education, 148. https://doi.org/10.1016/j.compedu.2020.103807
  • Deschryver, M.D., & Yadav, A. (2015). Creative and computational thinking in the context of new literacies: Working with teachers to scaffold complex technology-mediated approaches to teaching and learning. Journal of Technology and Teacher Education, 23(3), 411-431.
  • Egbert, J., Shahrokni, S. A., Abobaker, R., & Borysenko, N. (2021). ‘It’s a chance to make mistakes’: Processes and outcomes of coding in 2nd grade classrooms. Computers & Education, 168. https://doi.org/10.1016/j.compedu.2021.104173
  • Fluck, A., & Bower, M. (2015). Computational thinking: Philosophy and practice. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions. Cambridge University Press.
  • Garrett, F., et al. (2019). At the edge of the internet: Teaching coding and sustainability to Himalayan girls. Canadian Journal of Learning and Technology, 45(3). https://doi.org/10.21432/cjlt27864
  • Gerson, S. A., Morey, R. D., & van Schaik, J. E. (2022). Coding in the cot? Factors influencing 0-17s’ experiences with technology and coding in the United Kingdom. Computers & Education, 178. https://doi.org/10.1016/j.compedu.2021.104400
  • Huerta, M. (2015, Apr. 17). Coding in the classroom: A long-overdue inclusion. Edutopia. http://www.edutopia.org/blog/coding-classroom-long-overdue-inclusion-merle-huerta
  • Jenson, J., & Droumeva, M. (2017). Revisiting the media generation: Youth media use and computational literacy instruction. E-learning and Digital Media [early view].
  • KnowledgeWorks. (2015). The future of learning: Education in the era of partners in code. KnowledgeWorks. http://www.knowledgeworks.org/future-forecast-4
  • Lindberg, R.S.N., Laine, T.H., & Haaranen, L. (2018). Gamifying programming education in K-12: A review of programming curricula in seven countries and programming games. British Journal of Educational Technology [early view].
  • Miao, F., & Holmes, W. (2021). International forum on AI and the futures of education: Developing competencies for the AI era. 7-8 December 2020. Synthesis Report. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000377251
  • Mozilla Learning Team. (2013). Mozilla web literacies white paper. https://wiki.mozilla.org/Learning/WebLiteraciesWhitePaper
  • Sonnad, N. (2017, Oct. 12). Tim Cook doesn’t seem to understand that good programmers have to learn English. Quartz. https://qz.com/1101096/apple-ceo-tim-cook-on-learning-to-code-he-doesnt-seem-to-understand-programmers-must-learn-english/
  • Stevens, V., & Verschoor, J. (2017). Coding and English language teaching. TESL-EJ, 21(2), 1-15. http://www.tesl-ej.org/wordpress/issues/volume21/ej82/ej82int/
  • Zhang, L., & Nouri, J. (2019). A systematic review of learning computational thinking through Scratch in K-9. Computers & Education, 141. https://doi.org/10.1016/j.compedu.2019.103607

• • Hauck, M. (2019). Virtual exchange for (critical) digital literacy skills development. European Journal of Language Policy, 11(2), 187-210. https://doi.org/10.3828/ejlp.2019.12
  • Helm, F. (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology, 19(2), 197-217. https://doi.org/10125/44424
  • Helm, F. (2019). Languages and international virtual exchange: Introduction to the special issue. European Journal of Language Policy, 11(2), 139-142. https://doi.org/10.3828/ejlp.2019.9
  • Helm, F., & Guth, S. (2016). Telecollaboration and language learning. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology. Routledge.
  • Helm, F., Guth, S., Shuminov, E., & Van der Velden, B. (2020). Erasmus+ virtual exchange. Internationalisation of Higher Education, 1, 92-109. https://www.handbook-internationalisation.com/media/02818d033e0d8e74995aed9e16e1bb8970060360/r7aklh/pdf_5e81ffb452439.pdf
  • Kukulska-Hulme, A., & Pegrum, M. (2018). Linguistic diversity in online and mobile learning. In A. Creese & A. Blackledge (Eds.), The Routledge handbook of language and superdiversity: An interdisciplinary perspective (pp. 518-532). Routledge.
  • Lenkaitis, C. A. (2022). Integrating the United Nations’ Sustainable Development Goals:
    Developing content for virtual exchanges. Language Learning & Technology, 26(1), 1–20.
    https://doi.org/10125/73470
  • O’Dowd, R. (2021). Virtual exchange: Moving forward into the next decade. Computer Assisted Language Learning, 34(3), 209-224. https://doi.org/10.1080/09588221.2021.1902201
  • O’Dowd, R., & O’Rourke, B. (2019). New developments in virtual exchange in foreign language education. Language Learning & Technology, 23(3), 1-7. https://doi.org/10125/44690
  • O’Dowd, R., & Ritter, M. (2006). Understanding and working with ‘failed communication’ in telecollaborative exchanges. CALICO Journal, 23(3), 623-642. https://journals.equinoxpub.com/index.php/CALICO/article/view/23162/19167
  • O’Dowd, R., Sauro, S., & Spector-Cohen, E. (2020). The role of pedagogical mentoring in virtual exchange. TESOL Quarterly, 54(1), 146-172. https://doi.org/10.1002/tesq.543
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• • Englander, K., & Russell, B. (2022). Community of Inquiry perceptions and divergences between students and instructors. System, 106. https://doi.org/10.1016/j.system.2022.102777
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  • Wardle, C. (2020). A new world disorder. Scientific American, 29(4), 40-45.
  • Wardle, C., & Derakhshan, H. (2017, Oct.). Information disorder: Toward an interdisciplinary framework for research and policy making. Council of Europe. https://edoc.coe.int/en/media-freedom/7495-information-disorder-toward-an-interdisciplinary-framework-for-research-and-policy-making.html
  • Ware, P. (2017). Technology, new literacies, and language learners. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp.265-277). John Wiley.
  • Williams, M. (2019, Oct. 21). Culture can wait: The importance of data literacy. EDUCAUSE Review. https://er.educause.edu/blogs/2019/10/culture-can-wait-the-importance-of-data-literacy
  • Wollscheid, S., Sjaastad, J., & Tømte, C. (2016). The impact of digital devices vs. Pen(cil) and paper on primary school students’ writing skills – A research review. Computers & Education, 95, 19-35
  • Yeh, H.-C., & Tseng, S.-S. (2020). Enhancing multimodal literacy using augmented reality. Language Learning & Technology, 24(1), 27-37. https://doi.org/10125/44706

See also: Attention.

• • Barnwell, P. (2022, Mar. 8). Screen time in school: Finding the right balance for your classroom. Common Sense Education. https://www.commonsense.org/education/articles/screen-time-in-school-finding-the-right-balance-for-your-classroom
  • Chatfield, T. (2015). Live this book! 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. (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. Hogrefe.
  • Levy, D.M. (2016). Mindful tech: How to bring balance to our digital lives. Yale University Press.
  • Melo, C., Madariaga, L., Nussbaum, M., Heller, R., Bennett, S., Tsai, C.-C., & van Braak, J. (2020). Editorial: Educational technology and addictions. Computers & Education, 145.  https://doi.org/10.1016/j.compedu.2019.103730
  • Orlando, J. (2020, Apr. 10). Forget old screen ‘time’ rules during coronavirus. Here’s what you should focus on instead. The Conversation. https://theconversation.com/forget-old-screen-time-rules-during-coronavirus-heres-what-you-should-focus-on-instead-135053
  • 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
  • Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. Basic Books.
  • Turkle, S. (2015). Reclaiming conversation: The power of talk in a digital age. Penguin.

• • Belkhir, L., & Elmeligi, A. (2018). Assessing ICT global emissions footprint: Trends to 2040 and recommendations. Journal of Cleaner Production, 177, 448-463. https://doi.org/10.1016/j.jclepro.2017.12.239
  • Cooper, T., Shapley, M., & Cole, C. (2020). Mobile phone waste and the circular economy. In R. Ling, L. Fortunati, G. Goggin, S. S. Lim & Y. Li (Eds.), The Oxford handbook of mobile communication and society (pp. 601-620). Oxford University Press.
  • Crawford, K. (2021). The atlas of AI: Power, politics, and the planetary costs of artificial intelligence. Yale University Press.
  • Hao, K. (2019, Jun. 6). Training a single AI model can emit as much carbon as five cars in their lifetimes. MIT Technology Review. https://www.technologyreview.com/2019/06/06/239031/training-a-single-ai-model-can-emit-as-much-carbon-as-five-cars-in-their-lifetimes/
  • Kilvert, N. (2021, Oct. 14). E-waste surges in 2021 as world sends goldmine to landfill. ABC News. https://www.abc.net.au/news/science/2021-10-14/e-waste-electronics-landfill-gold-landfill-recycling/100524744
  • Moss, S. (2019, Nov. 27). Pointless emails: They’re not just irritating – they have a massive carbon footprint. The Guardian. https://www.theguardian.com/technology/shortcuts/2019/nov/26/pointless-emails-theyre-not-just-irritating-they-have-a-massive-carbon-footprint
  • Nardi, B., Tomlinson, B., Patterson, D. J., Chen, J., Pargman, D., Raghavan, B., & Penzenstadler, B. (2018). Computing within limits. Communications of the ACM, 61(10), 86-93. https://doi.org/10.1145/3183582
  • Selwyn, N., & Aagaard, J. (2021). Banning mobile phones from classrooms – An opportunity to advance understandings of technology addiction, distraction and cyberbullying. British Journal of Educational Technology, 52(1), 8-19. https://doi.org/10.1111/bjet.12943

• • Andrews, T., & Cole, C. (2015). Two steps forward, one step back: The intricacies of engaging with eportfolios in nursing undergraduate education. Nurse Education Today, 35, 568-572.
  • Barrett, H. (ongoing). E-portfolios for learning. http://eportfoliosblog.blogspot.com.au/
  • Briggs, S. (2018, Jan. 18). Blockchain technology: Can it change education? informED. https://www.opencolleges.edu.au/informed/edtech-integration/blockchain-technology-education/
  • Burt, R., & Morris, K. (2020, Jun. 12). The complete guide to student digital portfolios. Campus Press. https://campuspress.com/student-digital-portfolios-guide/
  • Campbell, D.M., et al. (2014). Electronic portfolios. In D.M. Campbell et al, How to develop a professional portfolio: A manual for teachers (6th ed., pp.88-96.). Pearson.
  • Chang, C.-C., et al. (2014). Using e-portfolios to elevate knowledge amassment among university students. Computers & Education, 72, 187-195.
  • Eynon, B., Gambino, L., & Török, J. (2014). Completion, quality, and change: The difference e-portfolios make. Peer Review, 16(1). https://www.aacu.org/publications-research/periodicals/completion-quality-and-change-difference-e-portfolios-make
  • Haverkamp, J.J., & Vogt, M. (2015). Beyond academic evidence: Innovative uses of technology within e-portfolios in a Doctor of Nursing Practice program. Journal of Professional Nursing, 31(4), 284-289.
  • Lim, C.P., & Lee, J. C.-K. (2014). Teaching e-portfolios and the development of professional learning communities (PLCs) in higher education institutions. Internet and Higher Education, 20, 57-59.
  • Oakley, G., Pegrum, M., & Johnston, S. (2014). Introducing e-portfolios to pre-service teachers as tools for reflection and growth: Lessons learnt. Asia-Pacific Journal of Teacher Education, 42(1), 36-50.
  • Pegrum, M. (ongoing). E-portfolios. Digital learning. http://wp.me/P8xJjA-1rP
  • Rafeldt, L.A., Bader, H.J., Lesnick Czarzasty, N., Freeman, E., Ouellet, E., & Snayd, J.M. (2014). Reflection builds twenty-first-century professionals. Peer Review, 16(1). https://www.aacu.org/peerreview/2014/winter/reflection-builds-twenty-first-century-professionals
  • 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.
  • Shroff, R., & Linger, W. (2015). Using mobile devices/smartphones to generate creative e-portfolio content. In D. Churchill, T.K.F. Chiu & N.J. Gu (Eds.), Proceedings of the International Mobile Learning Festival 2015: Mobile Learning, MOOCs and 21st Century Learning (pp.229-240). IMLF.
  • 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.
  • 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].

• • Baepler, P., Walker, J.D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.
  • Bergmann, J., & Sams, A. (2012). ​Flip your classroom: Reach every student in every class every day.​ ISTE.
  • Bergmann, J., & Sams, A. (2013/2014, Dec./Jan.). Flipping for mastery. Educational Leadership, 24-29.
  • Chen, S-C., Yang, S.J.H., & Hsiao, C.-C. (2015). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology [early view].
  • Chen, Y., et al. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27.
  • Chuang, H.-H., Weng, C.-Y., & Chen, C.-H. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational Technology, 49(1), 56-68.
  • Clark, K.R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. JEO, 12(1). http://www.thejeo.com/Archives/Volume12Number1/Clark.pdf
  • COFA. (2014, Jul. 20). The flipped classroom. Learning to teach online. http://www.youtube.com/watch?v=0-gQVgtNU4w
  • EDUCAUSE. (2012). 7 things you should know about flipped classrooms. EDUCAUSE. http://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms
  • The Flipped Learning Network. (2014). Definition of flipped learning. Flip learning. http://flippedlearning.org/domain/46
  • Howitt, C., & Pegrum, M. (2015). Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign. Australasian Journal of Educational Technology, 31(4), 458-469. http://ajet.org.au/index.php/AJET/article/view/2439
  • Khan, S. (2012). The one world schoolhouse: Education reimagined. Hodder & Stoughton.
  • Mehring, J., & Leis, A. (Eds.). (2018). Innovations in flipping the language classroom: Theories and practices. Springer.
  • 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.
  • Sams, A.J. (2013). Flipped classroom meets mobile learning. In Z.L. Berge & L.Y. Muilenburg (Eds.), Handbook of mobile learning (pp.259-267). Routledge.
  • 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/
  • Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83. http://educationnext.org/the-flipped-classroom/
  • Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354-369.
  • Yang, J., Yin, C., & Wang, W. (2018). Flipping the classroom in teaching Chinese as a foreign language. Language Learning & Technology, 22(1), 16-26. http://www.lltjournal.org/item/3027

See also: Publications on Mobile Learning.

• • Azeitero, U.M. et al (Eds.) (2015). E-learning and education for sustainability. Peter Lang.
  • British Council. (2015). Technology for professional development: Access, interest and opportunity for teachers of English in South Asia. Research report. British Council. http://englishagenda.britishcouncil.org/sites/ec/files/Digital%20Teachers%20Report_FINAL_LOW_RES.pdf
  • Garrett, F., et al. (2019). At the edge of the internet: Teaching coding and sustainability to Himalayan girls. Canadian Journal of Learning and Technology, 45(3). https://doi.org/10.21432/cjlt27864
  • GIZ. (2019). eLearning Africa Report 2019. https://www.elearning-africa.com/media_publications_report_2019.php
  • Mitra, S. (2012). Beyond the hole in the wall: Discover the power of self-organized learning. TED Conferences.
  • Pei, X., & Chib, A. (2021). Beyond the gender (dis)empowerment dichotomy: The mobile phone as social catalyst for gender transformation in the Global South. New Media & Society, 23(3), 578-595. https://doi.org/10.1177/1461444820905295
  • Stark, L. (2020). Women, empowerment, and mobile phones in the developing world. In R. Ling, L. Fortunati, G. Goggin, S. S. Lim & Y. Li (Eds.), The Oxford handbook of mobile communication and society (pp. 529-543). Oxford University Press. 
  • Unwin, T. (2009). ICT4D: Information and communication technology for development. Cambridge University Press.
  • Unwin, T. (2013). The internet and development: A critical perspective. In W.H. Dutton, The Oxford handbook of internet studies (pp.531-554). Oxford University Press.
  • Vosloo, S. (2018). Designing inclusive digital solutions and developing digital skills. UNESCO. http://unesdoc.unesco.org/images/0026/002655/265537E.pdf
  • World Bank. (2012). Information and communications for development 2012: Maximizing mobile. World Bank. http://siteresources.worldbank.org/EXTINFORMATIONANDCOMMUNICATIONANDTECHNOLOGIES/Resources/IC4D-2012-Report.pdf

• • Bayraktar, B. (2020, May 12). Tip: “HyFlex” – Hybrid flexible blended mode. Tips for teaching professors. https://higheredpraxis.substack.com/p/cetl-tip-hyflex-hybrid-flexible-blended
  • Bower, M., Lee, M.J.W., & Dalgarno, B. (2017). Collaborative learning across physical and virtual worlds: Factors supporting and constraining learners in a blended reality environment. British Journal of Educational Technology, 48(2), 407-430.
  • Columbia CTL. (n. d.). Hybrid/HyFlex teaching & learning. https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/hyflex/
  • ELI. (2020). 7 things you should know about … the HyFlex course model. https://library.educause.edu/-/media/files/library/2020/7/eli7173.pdf 
  • Farmer, H. (2020, Aug. 18). 6 models for blended synchronous and asynchronous online course delivery. EDUCAUSE Review. https://er.educause.edu/blogs/2020/8/6-models-for-blended-synchronous-and-asynchronous-online-course-delivery
  • Martin, F., Polly, D., & Ritzhaupt, A. (2020, Sep. 8). Bichronous online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning
  • Penrod, J. (2022, Mar. 25). Staying relevant: The importance of incorporating hyflex learning into higher education strategy. EDUCAUSE Review. https://er.educause.edu/articles/2022/3/staying-relevant-the-importance-of-incorporating-hyflex-learning-into-higher-education-strategy
  • Samson, P. (2022, Mar. 1). Students often prefer in-person classes … until they don’t. EDUCAUSE Review. https://er.educause.edu/articles/2022/3/students-often-prefer-in-person-classes-until-they-dont

• • Aleven, V., et al. (2017). Instruction based on adaptive learning technologies. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (2^nd ed., pp. 522-559). Routledge.
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  • boyd, d. (2016). Undoing the neutrality of big data. Florida Law Review Forum. http://www.floridalawreview.com/wp-content/uploads/Boyd_Response_Published.pdf
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  • Briggs, S. (2014, Jan. 13). Big data in education: Big potential or big mistake? InformED. http://www.opencolleges.edu.au/informed/features/big-data-big-potential-or-big-mistake/
  • Bucher, T. (2018). If … then: Algorithmic power and politics. Oxford University Press.
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  • COFA. (2014, Jul. 20). Learning analytics to inform teaching practice. Learning to teach online. http://www.youtube.com/watch?v=LEivqxKKqt4
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  • de Freitas, S., Gibson, D., Du Plessis, C., Halloran, P., Williams, E., Ambrose, M., Dunwell, I., & Arnab, S. (2014). Foundations of dynamic learning analytics: Using university student data to increase retention. British Journal of Educational Technology [early view].
  • D’Ignazio, C., & Klein, L. F. (2020). Data feminism. MIT Press.
  • ELI. (2015). 7 things you should know about … personalized learning. EDUCAUSE. http://net.educause.edu/ir/library/pdf/eli7124.pdf
  • ELI. (2017). 7 things you should know about … developments in learning analytics. https://library.educause.edu/resources/2017/7/7-things-you-should-know-about-developments-in-learning-analytics
  • ELI [EDUCAUSE Learning Initiative]. (2019). 7 things you should know about … the comprehensive learner record. https://library.educause.edu/-/media/files/library/2019/1/eli7164.pdf
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  • 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
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  • Henke, N., et al. (2016, Dec.). The age of analytics: Competing in a data-driven world. McKinsey Global Institute. https://www.mckinsey.com/business-functions/mckinsey-analytics/our-insights/the-age-of-analytics-competing-in-a-data-driven-world
  • Jutting, C. (2016, Aug. 3). Universities are tracking their students: Is it clever or creepy? The Guardian. https://www.theguardian.com/higher-education-network/2016/aug/03/learning-analytics-universities-data-track-students
  • Kinshuk. (2015). Roadmap for adaptive and personalized learning in ubiquitous environments. In Kinshuk & R. Huang (Eds.), Ubiquitous learning environments and technologies (pp.1-13). Springer.
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  • Lohr, S. (2015). Data-ism: Inside the big data revolution. Oneworld.
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  • Lupton, D., & Williamson, B. (2017). The datafied child: The dataveillance of children and implications for their rights. New Media & Society, 19(5), 780-794.
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  • Mayer-Schonberger, V., & Cukier, K. (2014). Learning with big data: The future of education. Eamon Dolan.
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  • 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.
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  • 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.
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  • Pasquale, F. (2015). The black box society: The secret algorithms that control money and information. Harvard University Press.
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