David Buckingham is Professor of Education at the Institute of Education, London University where he directs the Centre for the Study of Children, Youth and Media.

• Preface viAcknowledgements x1 Selling Technology Solutions 1The Marketing of Educational Technology2 Making Technology Policy 14ICTs and the New Discourses of Learning3 Techno-Topias 31Constructing Childhood, Learning and Technology4 Waiting for the Revolution 50The Unfulfilled Promise of Technological Change5 Digital Childhoods? 75New Media and Children’s Culture6 Playing to Learn? 99Rethinking the Educational Potential of Computer Games7 That's Edutainment 119Digital Media and Learning in the Home8 Digital Media Literacies 143An Alternative Approach to Technology in Education9 School's Out? 176The Future of Schooling in the Age of Digital MediaNotes 184References 186Index 205

"Though rich in empirical accounts and dense in theoretically informed analyses, this book is written in a clear and sophisticated prose." Children & Society"David Buckingham has written an uncommonly thoughtful cross-national study of an emerging “digital divide” between children’s and youth’s experience in and out of school. Understanding well the hidden structures that shape technology and schooling in a market-driven society, he unlocks persistent puzzles about technology use in school and home that most champions and critics ignore. This engaging study deserves a broad readership among policy makers, educators, media officials, and parents concerned about the current digital generation and their experiences with ICT in schools."Larry Cuban, Stanford University "David Buckingham adeptly illustrates how the nexus between media technologies, markets, schooling, government policies and the young is becoming increasingly intricate, imbalanced and volatile. He also forcefully demonstrates that the educational and metaphorical rhetoric that pervades this assemblage has been progressively inflated and perverse. Drawing on his deep knowledge of diverse media forms and of young people’s engagements with them, both in and out of school, Buckingham proposes a form of “digital media literacy”. This takes the field beyond its delusions and exclusions towards an approach with the potential to address the cultural complexities and affective intensities involved in teaching youthful digital travellers."Jane Kenway, Monash University

David Buckingham is Professor of Education at the Institute of Education, London University where he directs the Centre for the Study of Children, Youth and Media.

• Preface viAcknowledgements x1 Selling Technology Solutions 1The Marketing of Educational Technology2 Making Technology Policy 14ICTs and the New Discourses of Learning3 Techno-Topias 31Constructing Childhood, Learning and Technology4 Waiting for the Revolution 50The Unfulfilled Promise of Technological Change5 Digital Childhoods? 75New Media and Children’s Culture6 Playing to Learn? 99Rethinking the Educational Potential of Computer Games7 That's Edutainment 119Digital Media and Learning in the Home8 Digital Media Literacies 143An Alternative Approach to Technology in Education9 School's Out? 176The Future of Schooling in the Age of Digital MediaNotes 184References 186Index 205

"Though rich in empirical accounts and dense in theoretically informed analyses, this book is written in a clear and sophisticated prose." Children & Society"David Buckingham has written an uncommonly thoughtful cross-national study of an emerging “digital divide” between children’s and youth’s experience in and out of school. Understanding well the hidden structures that shape technology and schooling in a market-driven society, he unlocks persistent puzzles about technology use in school and home that most champions and critics ignore. This engaging study deserves a broad readership among policy makers, educators, media officials, and parents concerned about the current digital generation and their experiences with ICT in schools."Larry Cuban, Stanford University "David Buckingham adeptly illustrates how the nexus between media technologies, markets, schooling, government policies and the young is becoming increasingly intricate, imbalanced and volatile. He also forcefully demonstrates that the educational and metaphorical rhetoric that pervades this assemblage has been progressively inflated and perverse. Drawing on his deep knowledge of diverse media forms and of young people’s engagements with them, both in and out of school, Buckingham proposes a form of “digital media literacy”. This takes the field beyond its delusions and exclusions towards an approach with the potential to address the cultural complexities and affective intensities involved in teaching youthful digital travellers."Jane Kenway, Monash University

David Buckingham is Professor of Education at the Institute of Education, London University where he directs the Centre for the Study of Children, Youth and Media.

• Preface viAcknowledgements x1 Selling Technology Solutions 1The Marketing of Educational Technology2 Making Technology Policy 14ICTs and the New Discourses of Learning3 Techno-Topias 31Constructing Childhood, Learning and Technology4 Waiting for the Revolution 50The Unfulfilled Promise of Technological Change5 Digital Childhoods? 75New Media and Children’s Culture6 Playing to Learn? 99Rethinking the Educational Potential of Computer Games7 That's Edutainment 119Digital Media and Learning in the Home8 Digital Media Literacies 143An Alternative Approach to Technology in Education9 School's Out? 176The Future of Schooling in the Age of Digital MediaNotes 184References 186Index 205

"Though rich in empirical accounts and dense in theoretically informed analyses, this book is written in a clear and sophisticated prose." Children & Society"David Buckingham has written an uncommonly thoughtful cross-national study of an emerging “digital divide” between children’s and youth’s experience in and out of school. Understanding well the hidden structures that shape technology and schooling in a market-driven society, he unlocks persistent puzzles about technology use in school and home that most champions and critics ignore. This engaging study deserves a broad readership among policy makers, educators, media officials, and parents concerned about the current digital generation and their experiences with ICT in schools."Larry Cuban, Stanford University "David Buckingham adeptly illustrates how the nexus between media technologies, markets, schooling, government policies and the young is becoming increasingly intricate, imbalanced and volatile. He also forcefully demonstrates that the educational and metaphorical rhetoric that pervades this assemblage has been progressively inflated and perverse. Drawing on his deep knowledge of diverse media forms and of young people’s engagements with them, both in and out of school, Buckingham proposes a form of “digital media literacy”. This takes the field beyond its delusions and exclusions towards an approach with the potential to address the cultural complexities and affective intensities involved in teaching youthful digital travellers."Jane Kenway, Monash University