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Call for papers BJET

Call for papers for a Special Section of The British Journal of Educational Technology: Developing Critical and Theoretical Approaches to Educational Technology Research and Practice

See below for a call for papers for a Special Section of The British Journal of Educational Technology. For queries regarding the suitability of your submission please contact the Guest Editor Professor Jill Jameson at:  .

Title of Special Section: Developing Critical and Theoretical Approaches to Educational Technology Research and Practice

Guest editor(s): Professor Jill Jameson, University of Greenwich; Visiting Fellow, Lucy Cavendish College; Current Collaborator/ Associate Member of CEDiR Research Group, Faculty of Education, University of Cambridge; BERA EdTech SIG Convenor

Rationale for publications: Research analyses on Critical and Theoretical approaches to Educational Technology have expanded in the past few years, building on earlier critical thought within the field of technology by theorists such as Weizenbaum (1976), Searle (1980), Turkle (1984) and Postman (1992). Selwyn (2007; 2011; 2016), Friesen (2009), Czerniewicz, (2010), Bayne (2015), Hassler, Major and Hennessy (2015), Hall (2017), Oliver (2017), Ferreira et al., (2017), Veletsianos and Moe (2017), Castañeda and Selwyn (2018) and Bartolomé, Castañeda and Adell (2018) are amongst those making key contributions to a challenging, increasingly vital debate in this area, not only in seminars and conferences (BJET/OU/BERA EdTech SIG, 2017; AERA, 2018; Monash, forthcoming, 2019) but in special journal issues relating to e-Research (BJET, 2014, Guest Eds. Markauskaite and Reimann) and in higher education (Int Jnl Ed Tech in HE, 2018, Eds. Castañeda and Selwyn), in books (Bulfin, Johnson and Bigum, 2015; Selwyn, 2015) and on Twitter (#CriticalEdTech, #AERA2018, #NotAllEdTech). This proposal therefore builds on that accelerating momentum, in seeking to advance the EdTech field.

Some aspects of this growing debate relate to sociological, socio-cultural, ideological and ethical issues, while others focus on theoretical, methodological and epistemological factors. Emerging research engagement in this debate has stimulated new thinking amongst educational technology researchers in various forms, with reference to digital learning, technology enhanced learning, learning analytics, social media, pedagogy, artificial intelligence, machine learning, open educational resources and sociotechnical networking/materiality. However, awareness of a ‘critical’ trend is still arguably nascent in the wider Ed Tech community of researchers and practitioners. There is, therefore, arguably a need to investigate, expand and problematise this debate, more widely inviting contributions to it.

In January, 2018, the BJET Editorial Team reflected on the 2017 seminar on Critical and Theoretical Approaches to EdTech Research co-organised by BJET with the BERA EdTech SIG and the OU. Fully booked, that seminar stimulated considerable interest amongst attendees.  The Editors advised on the need for greater Criticality in Reporting EdTech Research within BJET, making “…a plea for (self‐)critical examination of the contribution that research articles can make to the field ….. research reports need to move away from “victory narratives” that assume technology has a positive “impact” and provide no empirical evidence for the added value of specific technologies.” (BJET Editorial, 49:1, 2018).

This proposal for a special issue/section therefore aims to contribute in timely, significant ways towards generating new responses to that Editorial advice, building on earlier BJET special issues, for example in Guest Eds. Markauskaite and Reimann’s 2014 Editorial: “… e‐research is still in a very early stage of its development… We hope that such discussions will continue in other issues of the journal.” (BJET Editorial, 45:3). Rather than focusing solely on critical perspectives on learning analytics and/or artificial intelligence, however, this proposal suggests that a broader granularity of focus on criticality and improving theory may be advisable while these sub-fields are in formation, emphasising instead new developments in critical and theoretical approaches and linking between research and practice.

Proposed papers are invited for submission via BJET Wiley at

  • Submissions Deadline: 1st November, 2018.
  • Acceptances: 3rd March 2019.
  • Publication: Online as soon as copy editing complete.
  • Issue Publication: May 2019.
  • For further information please contact: Professor Jill Jameson at:

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