Lyndsay is a researcher at the University of Bristol where she is working on a project to understand the ways teachers construct narratives about technology in the classroom. She is also currently working with a network of local teachers as they develop classroom practices using digital technologies.
Lyndsay’s research interests also include social justice in education, digital literacies, connections between learning in and out of school and participatory approaches to learning and design. Her research is informed by a commitment to social justice that aims to understand and value the voices and experiences of all learners.
Previously, Lyndsay worked as a Senior Researcher at Futurelab, a UK research and development charity exploring the role of digital technologies and media in education and learning. She has also worked as a publisher, commissioning digital and print literacy resources for Pearson Education.
Friday, October 25, 2013
The seduction of ‘Big Data’ lies in its promise of greater knowledge. The large amounts of data created as a by-product of our digital interactions, and the increased computing capacity to analyse it offer the possibility of knowing more about ourselves and the world around us. It promises to make the world less mysterious and more predictable. This is not the first time that new technologies of data have changed our view of the world. In the nineteenth century, statistical ‘objective knowledge’ supplanted the personal knowledge of upper-class educated gentlemen as the main way in which
Monday, December 31, 2012
Digital media allow us to produce, collect, organise and interpret more data about our lives than ever before. Our every digital interaction contributes to vast databases of information that index our behaviour from online movie choices to mapping networks of connections across Twitter. In an age of uncertainty, big data sets promise to provide an objective lens through which to understand the world, and both individuals and institutions like schools are turning to data to drive analysis and action. But what does this increasing datafication mean for how we understand the world, and how we understand
Monday, December 03, 2012
Digital maps allow us to map our journeys across times and places, linking virtual information to physical locations. What do digital maps teach us about how to see the world and our place in it and what kinds of navigations do they make possible? What opportunities do digital maps offer for mapping our learning journeys across school, home and other spaces and times? What do digital maps teach us about the world? In A History of the World in Twelve Maps, Jerry Brotton traces the history of human civilisations through the maps they produced, showing how
Monday, March 26, 2012
Working in the field of digital media and learning, where the important role of new technologies in learning seems self-evident, the slow pace of change in mainstream education can feel frustrating. Responding to this challenge, we give a lot of attention to thinking about ways to support and encourage teachers to make greater use of the opportunities presented by digital media, but perhaps we should spend more time considering how and why technologies come to be used, or not used, in the first place. Ambitious Goals for the Transformative Potential of Digital Media Enthusiasm for the
Monday, August 15, 2011
The stories we tell about ourselves are immensely powerful. In a digital age, how do we use social media to construct and tell these stories? How we explain who we are, where we have come from, and where we are going constitute important narratives that drive decisions we make about our futures and our ways of being in the world. These narratives are also crucially bound up with what we learn and how we learn it. According to Ivor Goodson, learning that ‘sticks’ is learning that has meaning in the context of our life narratives; it
Monday, May 02, 2011
The notion of design is central to the way we think about learning, and to how we think about digital media. Some would argue that learning is “designed in” to digital media such as good video games. But what can this concept tell us about “designing in” social justice to learning experiences? Thinking about digital media from a design perspective compels us to recognize how much of what we take for granted as “just the way things are” are the consequences of design decisions, and reveals how things could be otherwise. It shows how individuals can
Friday, March 18, 2011
Times of crisis are times of change and provide an opportunity to imagine alternative educational futures. Following the UK’s winter of protests about cuts to education budgets and rising tuition fees, students and staff are raising questions about what kind of education they are fighting for. Even before tuition fees were introduced, access to higher education was exclusive, with young people from well off backgrounds disproportionately represented. With the value of higher education increasingly framed as a financial investment that pays off against future earnings, there is much about the current system that many would not
Monday, January 10, 2011
The stereotypical characterization of young people as politically apathetic, interested only in using digital media for socializing and gaming, has been punctured by recent events in the UK. University and high school students took to the streets to protest against the tripling of tuition fees for higher education, reductions to grants for 16-18 year olds, and cuts in government university funding. During November and December, students, staff, parents and the wider public marched in London and other UK cities and many universities had buildings occupied, with University of Kent staying in occupation over the Christmas and
Thursday, November 18, 2010
A central concern of media education has been to empower young people with the ability to question, analyze, critique and deconstruct messages they encounter in media. But in a global remix culture, the power and relevance of critique itself may be due for critique. Critique is retrospective: it turns its attention on artifacts and texts that have already been produced and exist in the world in a relatively stable form. It also assumes a separation between the producer of media, and its consumer – a separation that is called into question by the increasing ease with
Monday, October 18, 2010
Many educators are excited by the new opportunities and challenges for learning that digital media brings us. Stories about 11-year-old Kai, a learner at Quest to Learn school in New York, paint a picture of a young person for whom digital media are an integral constituent of his learning at school and at home, his social life and his hobbies and interests. This picture of the digital native (pdf) – a young person who has grown up surrounded by digital media and is expert in its use – is a familiar concept in the field of