Publications
2022
Nanyunja, S, Akello, M, Atherton El-Amine, B, Cole, G, Egwalu, R, Gallagher, M, Kompogo, M, Lugala , C, Miranda, J-J, Mulondo, A & Symons, K 2022, Blended learning in refugee education: An interim report on the Foundations for All project in Kampala and Kiryandongo, Uganda. in YH Sheikh, EIA Rai & AD Bakar (eds), e-Infrastructure and e-Services for Developing Countries. AFRICOMM 2021. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST, Springer, pp. 510-526, EAI AFRICOMM 2021, Zanzibar, Tanzania, United Republic of, 1/12/21. https://doi.org/10.1007/978-3-031-06374-9_34
[Publication details] Mtebe, J & Gallagher, M 2022, 'Continued usage intentions of digital technologies post-pandemic through the Expectation-Confirmation Model: the case of a Tanzanian university', International Journal of Education and Development using Information and Communication Technology, vol. 18, no. 1, pp. 125-145. <http://ijedict.dec.uwi.edu/viewarticle.php?id=3041>
[Publication details] Najjuma, R, Gallagher, M & Nambi, DR 2022, 'The role of institutional practice, non-educational actors, and social networks in shaping refugee student lifeworlds in Ugandan higher education', Transformation in Higher Education, vol. 7. https://doi.org/10.4102/the.v7i0.184
[Publication details] Gallagher, M, Nicol, S & Breines, M 2022, 'Ghost hunting in the broken archives: Re-historicizing digital education in an institutional context', Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00330-3
[Publication details] Williamson, B 2022, Smart citizen apprentices: Digital urbanism and coding as techno-solutions to the city. in M Currie, J Knox & C McGregor (eds), Data Justice and the Right to the City. Edinburgh University Press, pp. 165-184. https://doi.org/10.1515/9781474492973-015
[Publication details] Davies, H, Eynon, R, Komljenovic, J & Williamson, B 2022, Investigating the financial power brokers behind EdTech. in S Livingstone & K Pothong (eds), Education Data Futures: Critical, Regulatory and Practical Reflections. 5Rights Foundation, pp. 80-92. <https://educationdatafutures.digitalfuturescommission.org.uk/essays/competing-interests-in-education-data/investigation-financial-power-brokers-edtech>
[Publication details] Williamson, B 2022, 'Big EdTech', Learning, Media and Technology, vol. 47, no. 2, pp. 157-162. https://doi.org/10.1080/17439884.2022.2063888
[Publication details] Williamson, B, Gulson, KN, Perrotta, C & Witzenberger, K 2022, 'Amazon and the new global connective architectures of education governance', Harvard Educational Review, vol. 92, no. 2, pp. 231-256. https://doi.org/10.17763/1943-5045-92.2.231
[Publication details] Williamson, B 2022, Governing through infrastructural control: Artificial intelligence and cloud computing in the data-intensive state. in W Housley, A Edwards, R Beneito-Montagut & R Fitzgerald (eds), The SAGE Handbook of Digital Society. 1st edn, SAGE Publications, pp. 521-540. https://doi.org/10.4135/9781529783193
[Publication details] Macgilchrist, F, Potter, J & Williamson, B 2022, 'Reading internationally: If citing is a political practice, who are we reading and who are we citing?', Learning, Media and Technology, vol. 47, no. 4, pp. 407-412. https://doi.org/10.1080/17439884.2022.2140673
[Publication details] Gallagher, M, Xu, J & Williamson, B 2022, What education problems can technology not address? Which ones does it exacerbate?. <https://world-education-blog.org/2022/04/25/what-education-problems-can-technology-not-address-which-ones-does-it-exacerbate/?utm_campaign=3132374_Copy%20of%20MHSES%20Staff%20Roundup%20-%2029%20April%202022%20%289%29&utm_medium=email&utm_source=College%20of%20Arts%2C%20Humanities%20%26%20Social%20Sciences%2C%20The%20University%20of%20Edinburgh&dm_i=2MQP,1V4YE,714NQ9,6HOCA,1>
[Publication details] Williamson, B 2022, Afterword: The future of datafication in education? Clouds, bodies and ethics. in Learning to Live with Datafication: Educational Case Studies and Initiatives from Across the World. Taylor & Francis, pp. 209-215. https://doi.org/10.4324/9781003136842-13
[Publication details] Lamb, J 2022, 'The music playlist as a method of education research', Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00319-y
[Publication details] Beetham, H, Collier, A, Czerniewicz, L, Lamb, B, Lin, Y, Ross, J, Scott, A-M & Wilson, A 2022, 'Surveillance practices, risks and responses in the post pandemic university', Digital Culture and Education, vol. 14, no. 1, pp. 16-37. <https://static1.squarespace.com/static/5cf15af7a259990001706378/t/61f83d6ce0107614753f858f/1643658607549/Beetham_etal_2022.pdf>
[Publication details] Wilson, A, Ross, J, McKie, J, Collier, A & Lockley, P 2022, Telling Data Stories: Developing an online tool for participatory speculative fiction. CQ Press. https://doi.org/10.4135/9781529603514
[Publication details] Evans, P 2022, The mobilities of micro-credentials. in SRHE Annual Research Conference Paper Archive. Society for Research into Higher Education, Society for Research into Higher Education International Research Conference: Mobilities in Higher Education, 5/12/22. <https://srhe.ac.uk/arc/22/0160.pdf>
[Publication details] Knox, J 2022, 'The Metaverse, or the serious business of tech frontiers', Postdigital Science and Education, vol. 4, no. 2, pp. 207-215. https://doi.org/10.1007/s42438-022-00300-9
[Publication details] Knox, J, Cui, X, Jin, Y & Sun, B 2022, 'Data, Artificial Intelligence, and the future of learning', The Chinese Journal of ICT in Education, vol. 28, no. 509, pp. 5-12.
[Publication details] Jandrić, P, MacKenzie, A & Knox, J 2022, 'Postdigital research: Genealogies, challenges, and future perspectives', Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00306-3
[Publication details] Lamb, J, Carvalho, L, Gallagher, M & Knox, J 2022, 'Correction to: The postdigital learning spaces of higher education (Postdigital Science and Education, (2022), 4, 1, (1-12), 10.1007/s42438-021-00279-9)', Postdigital Science and Education, vol. 4, no. 2, pp. 630-631. https://doi.org/10.1007/s42438-022-00293-5
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