Platforms are now an almost ubiquitous feature of schools. We talk with Lucas Cone (University of Copenhagen) about his work around teachers’ everyday engagements with platforms – in particular the benefits of using affect theory to make sense of teachers’ affiliations and relationships with these clearly problematic technologies.

Accompanying reference >>> Lucas Cone (2024) Subscribing school: digital platforms, affective attachments, and cruel optimism in a Danish public primary school, Critical Studies in Education, 65(3):294-311, DOI: 10.1080/17508487.2023.2269425

There is growing interest in critical studies of education and technology. But what does it mean to be ‘critical’ of edtech, and how can this work genuinely make a difference in the world?

Felicitas Macgilchrist (Carl von Ossietzky Universität Oldenburg) talks about the need to look beyond claims of transformation and novelty, drawing attention to marginalised forms of edtech, and the power of rageful hope.

Accompanying reference >>> Macgilchrist, F. (2021). What is ‘critical’ in critical studies of edtech? Learning, Media and Technology 46(3):243–249 https://doi.org/10.1080/17439884.2021.1958843

Academics are increasingly looking to make an impact on policymakers, but critical ed-tech research often seems to fall on deaf ears.

In this episode Dr. Cristóbal Cobo – currently a senior ed-tech specialist at a major international organization – talks about the types of evidence that get most attention in policy circles, and some approaches that might help critical researchers get their messages through.

Accompanying reference >>> Cristóbal Cobo (2019). "I Accept The Terms And Conditions: Uses And Abuses Of Digital Technologies” [PDF book]