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Distrusting Educational Technology
Abstract
Distrusting Educational Technology critically explores the optimistic consensus that has arisen around the use of digital technology in education. Drawing on a variety of theoretical and empirical perspectives, this book shows how apparently neutral forms of educational technology have actually served to align educational provision and practices with neo-liberal values, thereby eroding the nature of education as a public good and moving it instead toward the individualistic tendencies of twenty-first century capitalism. Following a wide-ranging interrogation of the ideological dimensions of educational technology, this book examines in detail specific types of digital technology in use in education today, including virtual education, ‘open’ courses, digital games, and social media. It then concludes with specific recommendations for fairer forms of educational technology. An ideal read for anyone interested in the fast-changing nature of contemporary education, Distrusting Educational Technology comprises an ambitious and much-needed critique.
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Blind trust can lead to a trust crisis, affecting the overall educational environment and its ability to embrace technological innovations.
“Such extremes can lead to a trust crisis, a situation where a significant loss of trust or confidence among stakeholders occurs, affecting the overall educational environment and its ability to embrace technological innovations [102].”
From Understanding the Practices, Perceptions, and (Dis)Trust of Generative AI among Instructors: A Mixed-methods Study in the U.S. Higher Education (2025) · cites this paper as [102]
Understanding nuanced attitudes toward GenAI could reveal underlying factors driving blind distrust that might be rooted in ideological disputes, including power and control dynamics within educational and societal contexts.
“Understanding these nuanced attitudes toward GenAI could reveal the underlying factors driving blind distrust that might be rooted in ideological disputes [9], including power and control dynamics within educational and societal contexts [102]”
From Understanding the Practices, Perceptions, and (Dis)Trust of Generative AI among Instructors: A Mixed-methods Study in the U.S. Higher Education (2025) · cites this paper as [102]
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Digital downsides: exploring university students’ negative engagements with digital technology
Selwyn, N. (2016) · Teaching in Higher Education · doi:10.1080/13562517.2016.1213229 · Cited by 281
Self-citationSelwyn, N., & Aagaard, J. (2021) · British Journal of Educational Technology · doi:10.1111/bjet.12943 · Cited by 119
Self-citationLyu, W., Zhang, S., Chung, T., Sun, Y., & Zhang, Y. (2025) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2025.100383 · Cited by 68
Metadata
- Authors
- Selwyn, N.
- Affiliations
- Monash University (AU)
- Corresponding author
- Selwyn, Neil
- ORCID
- Selwyn, Neil
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2013-11-26
- OpenAlex
- W4238545019
- Cited by
- 191
- References
- 0
- Citations by year
- 2026: 25 · 2025: 20 · 2024: 23 · 2023: 22 · 2022: 12 · 2021: 18 · 2020: 12 · 2019: 15 · 2018: 12 · 2017: 11 · 2016: 11 · 2015: 7 · 2014: 3
- FWCI
- 9.15
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- Topics
- Social Sciences › Education › Digital Education and Society
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Social Sciences › Education › Educational Technology in Learning
- Keywords
- educational technology, neoliberalism, ideology in education, digital technology in education, online learning, open courses, video games, social media in education, education as a public good, individualism, capitalism, critique of educational technology
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