1. Critical Is Something Others (Don't) Do: Mapping The Imaginative Of Educational Technology; Chris Bigum, Scott Bulfin, And Nicola F. Johnson 2. Gorillas In Their Midst: Rethinking Educational Technology; Chris Bigum And Leonie Rowan 3. The Work Of Theory In Ed-Tech Research; Nicola F. Johnson 4. Extending Understandings Of Educational Technology: Teachers' Critiques Of Educational Technology As Important Intellectual Capital For Researchers; Joanne Orlando 5. Digital Play: What Do Early Childhood Teachers See?; Susan Edwards, Joce Nuttall, Ana Mantilla, Elizabeth Wood, And Sue Grieshaber 6. Youth Breaking New 'Ground': Iconicity And Meaning Making In Social Media; Mark Evan Nelson, Stacy Marple, And Glynda Hull 7. The Scripted Sandbox: Children's Gameplay And Ludic Gendering; Nicola Pallitt And Marion Walton 8. The (Mis)Use Of Community Of Practice: Delusion, Confusion And Instrumentalism In Educational Technology Research; Michael Henderson 9. Researching With Heart In Ed-Tech: What Opportunities Does The Socially Indeterminate Character Of Technological Artefacts Open Up For Affirming Emergent And Marginalized Practices?; Julianne Lynch 10 . Teaching The 'Other': Curriculum 'Outcomes' And Digital Technology In The Out-Of-School Lives Of Young People; Glenn Auld And Nicola F. Johnson 11 . Translocalization In Digital Writing, Orders Of Literacies And Schooled Literacy; Dimitrios Koutsogiannis 12. The Lake Highlands One To One Laptop Initiative: NCLB, Drill And Practice And The Formation Of A Relational Network; David Shutkin 13 . The Global And The Local: Taking Account Of Context In The Push For The Technologization Of Education; Rachel Buchanan, Kathryn Holmes, Gregory Preston, And Kylie Shaw 14. Technology And Education - Why It's Crucial To Be Critical; Neil Selwyn

This book offers critical readings of issues in education and technology and demonstrates how researchers can use critical perspectives from sociology, digital media, cultural studies, and other fields to broaden the "ed-tech" research imagination, open up new topics, ask new questions, develop theory, and articulate an agenda for informed action.

Glenn Auld, Deakin University, Australia
Rachel Buchanan, University of Newcastle, Australia
Susan Edwards, Australian Catholic University, Australia
Sue Grieshaber, Hong Kong Institute of Education, Hong Kong
Michael Henderson, Monash University, Australia
Kathryn Holmes, University of Newcastle, Australia
Glynda Hull, University of California, Berkeley, USA
Dimitrios Koutsogiannis, Aristotle University of Thessaloniki, Greece
Julianne Lynch, Deakin University, Australia
Ana Mantilla, Australian Catholic University, Australia
Stacy Marple, See Change Evaluation, USA
Mark Evan, Kanda University of International Studies, Japan
Joce Nuttall, Australian Catholic University, Australia
Joanne Orlando, University of Western Sydney, Australia
Nicola Pallitt, University of Cape Town, South Africa
Greg Preston, University of Newcastle, Australia
Leonie Rowan, Griffith University, Australia
Neil Selwyn, Monash University, Australia
Kylie Shaw, University of Newcastle, Australia
David Shutkin, John Carroll University, USA
Marion Walton, University of Cape Town, South Africa
Elizabeth Wood, University of Sheffield, UK