In times of hype surrounding the ‘Internet of Things’, ‘blockchain universities’, ‘learning analytics’ and the like, this special issue of the International Journal of Educational Technology in Higher Education starts from a simple proposition – how might we develop critical perspectives and alternative visions of technology in higher education? Our initial call resulted in six articles. These were written from a diversity of perspectives, and therefore address a range of concerns and approaches. We have articles that consider the implications of neuroscience for understanding educational technology, phenomenological reinterpretations of the ‘affordances’ of technology, and the politics of ‘big data’ in higher education reform. Elsewhere is a reassessment of mobile learning, a critical exploration of the ideological underpinnings of national digital strategies, and pedagogical analysis of personalized and adaptive learning. Contributions have been made by authors across Europe working in psychology and the behavioural sciences, social sciences, education research, commnunications and the arts. We feel confident that this collection meets our initial intention of problematizing the claims and assumptions surrounding higher education in the digital age. This is an interesting and insightful set of arguments, offering a useful counterpoint to articles featured elsewhere in the journal.
Castañeda, L. & Seylwin, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education, 15(1).