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An editorial is presented on research in learning, media, and technology. Topics include use of computers in schools maintaining and exaggerating inequities, with poor, minority, and female students having less access; and revolutionising open and distance learning being developed in feminist, radical, and anti-racist classrooms.

The inequities rooted in our education systems and wider societies have been thrown into relief by responses to the COVID-19 pandemic. This paper presents four situational studies of the FemEdTech network, asking how we characterise activities of the network, what they tell us about the nature of diffuse, convivial networks, and what opportunities they provide for challenging inequities in the field of technology and/in education. The study draws on practices and materials produced through FemEdTech activities from 2017 to 2020. Data and its analysis are presented as a spiral of 'turns' which fold back on each other to create connections between lines of research, moving fluidly between the objective and subjective. The four studies present shared curation, collaborative writing and purposeful reflection as contested fields of action. On one hand they build solidarity and shared resources – 'holding up' the flow of knowledge in networks, potentially redistributing the capital of attention and connectivity. At the same time, they underscore the costs of shared work which are different in open networks from those that operate in the reified, accelerated production cycles of academic roles – yet connected with them, not least because they always involve investments of care. [ABSTRACT FROM AUTHOR]

Video production offers a way for students to learn content-area knowledge while simultaneously developing technology skills deemed important in contemporary society. Yet, the research has not been examined in a systematic way to reveal how these types of projects are oriented to align to instructional goals or how learning is investigated when they are implemented as part of content-area pedagogy. A scoping study was conducted to review the research literature on implementation of student video production in content-area classrooms. A total of 61 studies published from 2006 through 2017 were selected and analyzed through a systematic process. Findings suggest that video production projects were conducted to meet information, performance, composition, literacy, or creativity learning goals in content-area classrooms. Strategies used to investigate student learning included evaluation of learner perceptions, analysis of the process of creating video, assessment of the final video project, or a combination of these approaches. [ABSTRACT FROM AUTHOR]