<p><strong>"This book represents a key intervention in the debate and deserves not only to be widely read but also acted on."—</strong><em>British Journal of Education Technology\</em></p><p><strong>"Selwyn’s blend of political and sociological perspectives offers an antidote to the celebratory accounts of digital technology in schools. His incisive analyses of the structures and culture of schools—the "grammar of schooling"—that combine to make technology’s current and future influence on classroom practice "underwhelming" is spot on...Selwyn has produced a slim volume well worth the time of those bone-tired of the utopian/dystopian, techno-centrist genre yet curious, even passionate, about answers to significant policy-to-practice questions that this author asks and answers bravely and fully."—</strong> <em>Larry Cuban,</em> <em>Educational Technology Journal</em></p><p><strong>"This book provides an excellent overview of the social-cultural complexities surrounding technology use in school, whilst offering a convincing case for the need for constructive critical analysis of educational technology." - </strong><em>Andrew Hope, Educational Research and Evaluation</em></p>

<p><strong>"Writing from the standpoint of a critic - a small but important contribution to a genre dominated by technocentrists who so often peddle a pedagogical dogmatism of unalloyed constructivist teaching - Selwyn's blend of political and sociological perspectives offers an antidote to the celebratory accounts of digital technology in schools. His incisive analyses of the structures and cultures of schools that combine to make technology's current and future influence on classroom practice "underwhelming" is spot on."</strong><em>Larry Cuban, Educational Technology July 2011</em></p>