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This book examines the struggles over technology´s use in education, digging into what the purpose of education is, how we should achieve it, who the stakeholders are, and whose voices win out. Drawing on theoretical and empirical work, it lays bare the messy realities of technology use in education and their implications for contemporary society.

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1. Introduction: The Need for a Politics of Education and Technology; Neil Selwyn and Keri Facer PART I: RECOGNIZING THE POLITICS OF "LEARNING" AND TECHNOLOGY 2. Educational Technology and the "New Language of Learning": Lineage and Limitations; Norm Friesen 3. Networked Cosmopolitanism? Shaping Learners by Remaking the Curriculum of the Future; Ben Williamson PART II: THE POLITICS OF TECHNOLOGICAL OPPORTUNITY AND RISK 4. Becoming the Future: The "Lake Highlands" Middle School Laptop and Learning Initiative; David Shutkin 5. The Politics of Online Risk and the Discursive Construction of School "E-safety"; Andrew Hope PART III: THE GLOBAL POLITICS OF EDUCATION AND TECHNOLOGY 6."Empowering the World´s Poorest Children"? A Critical Examination of One Laptop Per Child; Neil Selwyn 7. Changing Narratives of Change: (Un)intended Consequences of Educational Technology Reform in Argentina; Inés Dussel, Patricia Ferrante, and Julian Sefton-Green 8. The Ideological Appropriation of Digital Technology in UK Education: Symbolic Violence and the Selling and Buying of the "Transformation Fallacy"; Timothy Rudd PART IV: THE POLITICS OF EDUCATION AND TECHNOLOGY: EXTENDING BEYOND "THE DIGITAL" 9. Mobile Technologies and an Ethical Digital Literacy in the Face of Empire; Richard Hall 10. Tweak: Biosocial Imaginations and Educational Futures; Nick Lee and Johanna Motzkau 11. Epilogue: Building Allegiances and Moving Forward; Keri Facer and Neil Selwyn

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Andrew Feenberg, Simon Fraser University, Canada Andrew Hope, Manchester Metropolitan University, UK Ben Williamson, University Of Exeter, UK Chris Bigum, Griffith University, Australia Edward Hamilton, Capilano University, Canada Els Kuiper, Vrije Universiteit Amsterdam, The Netherlands Ines Dussel, Latin American School Of Social Sciences, Unesco, Argentina Julian Sefton-Green, London School Of Economics, UK Langdon Winner, Rensselaer Polytechnic Institute, USA Leonie Rowan, Griffith University, Australia Matthew Allen, Curtin University, Australia Norm Friesen, Thompson Rivers University, Canada Patricia Ferrante, Latin American School Of Social Sciences, Unesco, Argentina Richard Hall, De Montfort University, UK Sarah Lewthwaite, University Of Nottingham, UK Timothy Rudd, University Of Brighton, UK

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