To take advantage of Routledge’s free Education journal access over the course of April 2011, I’ve presented 19 papers to highlight research with powerful applications in the fields of technology, disability and education. Comments and suggestions are, as always, welcome. This is my final post in this series.
Last year I was invited by Neil Selwyn to submit a viewpoint article for the journal of Learning, Media and Technology, based on insights from my PhD research. Learning, Media and Technology is one of the journals listed as part of Routledge’s Education Free for all, so my article and others are available for download to everyone regardless of subscription status until the end of the month.
Readers may know that editor Neil Selwyn has published substantially in the area of digital inclusion, frequently supplying a critical analysis on the political forces that shape technology discourses. I particularly recommend his research on low and non-users of technology (unfortunately, not openly available online). As such, I was delighted to be given the opportunity to contribute to the journal. But that’s enough gushing. My article conducts a brief review of accessibility discourse, and should offer a welcome orientation for readers interested in e-learning and technology enhanced learning. The Journal of Learning, Media and Technology also rewards exploration – so if you’re part of the twitterati, facebook-elite or blogosphere and want to know more about your modus operandi, be sure to check out the journals’ contents.