This book serves as a platform for educators and researchers to
unite educational technology and social justice. While educational
technology is a rapidly changing and progressive field of research
and practice, it remains largely separate from education for social
justice. Current literature about educational technology is often
approached from a technical, how-to perspective that emphasizes
ways to implement technology into the classroom. Technology is
often viewed as inevitable, yet neutral and value-free. Educational
technology, however, is anything but neutral. The contributors
collectively advance a hopeful discourse by exploring the potential
of technology as a vehicle to transform and emancipate, while not
forgoing a critically reflective measure of self-conscious critique
of our own role as educators, students, or scholars in oppressive
silences, constraints and conditions. This edited collection makes
an important and unique contribution to the field, as it will be
the first published volume to detail research, theory, and practice
regarding student use of technology in achieving liberatory aims
since IAP's 2009 publication, ICT for Education, Development and
Social Justice. The fields of educational technology and social
justice are vast and applicable in many domains, including teacher
education, graduate programs, and K-12 education. This work is
intended to appeal to a diverse academic and professional audience
of K-12 teachers, teacher educators, educational technology and
social justice scholars, and policy makers. Scholars and academics
instructing graduate-level educational technology courses can
reference this edited collection as the most current text on
socially just educational technology. Educational practitioners
from teacher education programs and the K-12 sector may use this
book as a source of ideas and inspiration to incorporate student
use of technology toward emancipatory aims. This title could be
adopted as a course text for both undergraduate and graduate
education courses in: media literacy, digital literacy, distance
education, education for social justice, and teacher preparation,
and educational technology courses. Readers will also be able to
use the book as a guide when critically analyzing their own
professional practice, whether it is in research, working with K-12
students, or preparing future educators or scholars.
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