Rebecca Eynon
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Computational Social Science and Critical Studies of Education and Technology: An Improbable Combination? Open
As belief around the potential of computational social science grows, fuelled by recent advances in machine learning, data scientists are ostensibly becoming the new experts in education. Scholars engaged in critical studies of education a…
Widening the Digital Divide: The mediating role of Intelligent Tutoring Systems in the relationship between rurality, socioeducational advantage, and mathematics learning outcomes Open
This study examines how the effects of school socioeducational advantage and rurality upon mathematics learning outcomes, are impacted by students’ usage of the ITS platform AdaptiveMath. Activity log data from the AdaptiveMath platform wa…
EdTech and the inclusive classroom: Response to the UK Parliament’s call for evidence on 'Solving the SEND crisis' Open
In response to the UK Parliament's call for evidence on 'Solving the SEND crisis', this submission outlines emerging findings of the ESRC-funded EdTech Equity project at the University of Oxford. The submission seeks to highlight important…
Reconfiguring EdTech Evidence: Response to the open call for evidence for the EdTech Evidence Board Open
In response to the open call for evidence for the EdTech Evidence Board, this submission outlines emerging findings of the ESRC-funded EdTech Equity project at the University of Oxford. The submission seeks to highlight that the evidence b…
Parents' online school reviews reflect several racial and socioeconomic disparities in K-12 education Open
The files included on this page contain a description of the datasets that were used for this project, along with information about how access can be requested. They also contain the code repositories used to collect, prepare, and analyze …
How AI Works: Reconfiguring Lifelong Learning Open
Lifelong learning is a current policy focus in many countries, with AI technologies promoted as both the motivation for the need for lifelong learning (due to its assumed role in social change) and as an important way to ‘deliver’ learning…
Measurement Method Options to Investigate Digital Screen Technology Use by Children and Adolescents: A Narrative Review Open
The role and potential impact of digital screen technology in the lives of children is heavily debated. Current evidence is limited by the weakness of measures typically used to characterise screen use, predominantly proxy- or self-reports…
When public policy ‘fails’ and venture capital ‘saves’ education: Edtech investors as economic and political actors Open
Educational technology (Edtech) investors have become increasingly influential in education; however, they remain under-researched. We address this deficit and introduce the grammar and landscape of Edtech investment into education researc…
The Future Trajectory of the AIED Community: Defining the ‘Knowledge Tradition’ in Critical Times Open
It goes without saying that the AIED community represents a distinctive and central role in the current research and debate around the use of AI in educational settings.Like any other community or field of study, AIED represents a particul…
Understanding and improving social factors in education: a computational social science approach Open
Over the past decade, an explosion in the availability of education-related datasets has enabled new computational research in education. Much of this work has investigated digital traces of online learners in order to better understand an…
Unpacking the "Black Box" of AI in Education Open
Recent advances in Artificial Intelligence (AI) have sparked renewed interest in its potential to improve education. However, AI is a loose umbrella term that refers to a collection of methods, capabilities, and limitations-many of which a…
Utilising a Critical Realist Lens to Conceptualise Digital Inequality: The Experiences of Less Well-Off Internet Users Open
This study aims to contribute to existing understandings of the relationships between social inequality and Internet use through 30 in-depth interviews with people in Britain who have digital access, are digitally competent, and use the In…
The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape Open
This article presents the findings of a systematic qualitative analysis of research in the ethics of digital trace data use in learning and education. From the resulting analysis of 77 peer-reviewed studies, we (1) map the characteristics …
Parents’ Online School Reviews Reflect Several Racial and Socioeconomic Disparities in K–12 Education Open
Parents often select schools by relying on subjective assessments of quality made by other parents, which are increasingly becoming available through written reviews on school ratings websites. To identify relationships between review cont…
The Mobilisation of AI in Education: A Bourdieusean Field Analysis Open
Artificial Intelligence (AI) is currently hailed as a ‘solution’ to perceived problems in education. Though few sociologists of education would agree with its deterministic claims, this AI solutionist thinking is gaining significant curren…
Becoming digitally literate: Reinstating an educational lens to digital skills policies for adults Open
The development of digital skills for all is a key focus of many educational policies across the globe. Despite the significant attention paid to the nature and suitability of such policies targeted at young people, there has been far less…
PLATFORMIZING KNOWLEDGE: MESS AND MEANING IN WEB 3.0 INFRASTRUCTURES Open
This panel focuses on the way that platforms have become key players in the representation of knowledge. Recently, there have been calls to combine infrastructure and platform-based frameworks to understand the nature of information exchan…
Historical threads, missing links, and future directions in AI in education Open
Artificial intelligence has become a routine presence in everyday life. Accessing information over the Web, consuming news and entertainment, the performance of financial markets, the ways surveill...
View article: Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency
Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency Open
The first special issue of Learning, Media and Technology of 2020, entitled ‘Education and technology into the 2020s: speculative futures’, presented a series of papers looking to the future of cri...
Methodology, Legend, and Rhetoric: The Constructions of AI by Academia, Industry, and Policy Groups for Lifelong Learning Open
Artificial intelligence (AI) is again attracting significant attention across all areas of social life. One important sphere of focus is education; many policy makers across the globe view lifelong learning as an essential means to prepare…
What’s next for Ed-Tech? Critical hopes and concerns for the 2020s Open
In many ways, the passing of another decade is nothing remarkable. The world does not transform periodically every ten years. Nevertheless, the fact that the 2020s are now upon us provides good rea...
New research problems and agendas in learning, media and technology: the editors’ wishlist Open
Editing a journal is both a practical undertaking and a potentially agenda-setting one. As editors, our practical responsibility is to help manage an important stage in the research publication pro...
Into the mainstream: where next for Critical Ed Tech research? Open
Looking back over the editorials for Learning, Media and Technology, it is possible to discern a common theme. The central plea is for those working in the fields of ‘Ed Tech’ to take a more critic...
Mapping AI and Education debates Open
The role of artificial intelligence for learning is again attracting attention in policy and academic fields; a renaissance fuelled in part by the proliferation and availability of big data, alongside advances in computational techniques a…
Crowds, learning and knowledge construction: questions of power and responsibility for the academy Open
Over the past few years, two forms of crowd-based initiatives have been supported and facilitated by universities. First is the focus on Massive Open Online Courses (MOOCs) where thousands of peopl...
A decade of <i>Learning Media and Technology</i>: looking back and looking forward Open
This year has seen some editorial changes for LMT. Neil’s editorial role for the journal came to an end, and John joined as co-editor of LMT. Given this context, we thought it was an appropriate mo...
The Compoundness and Sequentiality of Digital Inequality Open
Through a survey with a representative sample of Dutch Internet users, this article examines compound digital exclusion: whether a person who lacks a particular digital skill also lacks another kind of skill, whether a person who does not …
UNDERSTANDING COMMUNICATION PATTERNS IN MOOCs Open
Massive Open Online Courses (MOOCs) offer unprecedented opportunities to\nlearn at scale. Within a few years, the phenomenon of crowd-based learning has\ngained enormous popularity with millions of learners across the globe\nparticipating …
Understanding Communication Patterns in MOOCs: Combining Data Mining and qualitative methods Open
Massive Open Online Courses (MOOCs) offer unprecedented opportunities to learn at scale. Within a few years, the phenomenon of crowd-based learning has gained enormous popularity with millions of learners across the globe participating in …