---
product_id: 54923466
title: "Is Technology Good for Education? (Digital Futures)"
brand: "neil selwyn"
price: "₪84"
currency: ILS
in_stock: true
reviews_count: 9
url: https://www.desertcart.co.il/products/54923466-is-technology-good-for-education-digital-futures
store_origin: IL
region: Israel
---

# Is Technology Good for Education? (Digital Futures)

**Brand:** neil selwyn
**Price:** ₪84
**Availability:** ✅ In Stock

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- **What is this?** Is Technology Good for Education? (Digital Futures) by neil selwyn
- **How much does it cost?** ₪84 with free shipping
- **Is it available?** Yes, in stock and ready to ship
- **Where can I buy it?** [www.desertcart.co.il](https://www.desertcart.co.il/products/54923466-is-technology-good-for-education-digital-futures)

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## Customer Reviews

### ⭐⭐⭐⭐⭐ 







  
  
    Great info for policy and big picture
  

*by B***A on Reviewed in the United States 🇺🇸 on October 18, 2022*

This is a great book to think of the great debate around technology being a change agent and qualifier in education. I’m curious how the period of online/distance learning changes the debate.

### ⭐⭐⭐⭐ 







  
  
    ..
  

*by K***R on Reviewed in the United States 🇺🇸 on November 26, 2017*

This is a good place to find the questions on this area collected together. Fit those of us in colleges and universities the issues in k-12 are both revealing and a distraction. This is compounded by ignoring the history of the impact of similar changes in culture and its impact on education like the printing press....

### ⭐⭐⭐⭐ 







  
  
    Introduction to the Promises of Digital Education and the Reasons To Be Skeptical.
  

*by M***S on Reviewed in the United States 🇺🇸 on October 24, 2016*

“Is Technology Good for Education?”, from Polity’s “Digital Futures” series, is written by Neil Selwyn to provoke discussion and to play devil’s advocate about the oft-hyped role of digital technologies in education in the 21st century. Mr. Selwyn is Professor at the Faculty of Education, Monash University, Melbourne, Australia and leans decidedly left. He is concerned with social equity in education and the how digital technologies may impact education for typically underachieving segments of the population. But Selwyn does not confine his discussion to that topic. After introducing the idea of “digital education”, both its literal and ideological implications, he lays out the claims of digital advocates and the reasons to be skeptical in four chapters. Selwyn offers three suggestions for the future of technology in education in his final chapter.Selwyn states that “technology is undoubtedly an integral aspect of contemporary education,” but he is skeptical in the face of claims that digital technologies will change education as we know it, make it more democratic, more personalized, more calculable, and more commercial. He asks the fundamental question: “To what extent is digital technology really changing education –and is this always in our best interests?” The last 40 years of educational technology has had very little impact. To answer the second question: probably not. The motives of commercial interests that promote technology in education are undisguised. But Selwyn fears that so many people dismiss the grandiose claims of digital advocates that they miss the fact that these ideas are taken seriously by policy-makers.So he breaks it down: The claim that digital technologies make education more accessible to everyone –Selwyn argues that they increase participation but don’t widen it beyond those who are already engaged. The claim that digital technologies make education more personalized, enhancing its effectiveness in the estimation of humanist psychology –Selwyn argues that there are strict limits on how personalized it can be. The claim that the ability to aggregate huge quantities of data can improve education –Selwyn argues that it is difficult to measure what you actually intend and value, and you risk valuing only what you can measure. The claim that an expanding role for commercial interests in education is a good thing –Selwyn points out the influence of the “California capitalism” (Silicon Valley) ideology and wonders if it suits an educational environment.Selwyn’s arguments are more complex and varied than the above summary but not so detailed that you could use this book to debate the topic. His intent is to let us know what the debate is about. He’s underwhelmed by the impact of digital technologies on education. Their advocates have made big promises and delivered very little. He fears that digital technologies risk widening the gap in educational achievement between the affluent and the underprivileged. His discussion of students having more control over their own education and plotting their own course in a personalized digital environment was interesting to me. I attended an alternative high school in the 1980s that was founded on similar principles in the early 1970s. The school was very good for some students but not suitable for everyone. My point is that there may already be data on some of these “new” ideas for education.

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*Product available on Desertcart Israel*
*Store origin: IL*
*Last updated: 2026-02-16*