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Exploring the Messy Realities of Post-Digital Education


Fawns (2019, p. 138)

Developing more effective pedagogies will require new understandings of how digital technology is intertwined within other aspects of the spaces in which students and teachers act. Rather than looking to “identify the impediments and deficiencies that are delaying and opposing the march of technological progress” (Selwyn 2010: 69), it may be more beneficial to help teachers and students develop and embed new practices in contex- tually appropriate ways, while recognising and examining the “messy realities” (Selwyn 2010: 70) of technology-related practice.


Fawns, T. (2019). Postdigital Education in Design and Practice. Postdigital Science and Education, 1(1), 132–145.