The Learning and New Technologies Research Group (LNTRG) has a lively academic culture that brings together a multidisciplinary group of academics and postgraduates from across Oxford to explore the role of technology in learning, with a specific focus on inequality and social justice national and internationally.

Our research is funded by multiple organisations including the British Academy, DFID, the Wellcome Trust, the European Commission, the ESRC, the Gates Foundation, Google, John Fell Fund, the Nominet Trust, the Oxford IT Innovations Fund, Goldman Sachs Gives and Wikipedia. Our current projects cover a wide range of topics, including the measurement and development of digital literacies, the links between digital inequalities and academic success, working with young women on computer programming, the capture and analysis of learners’ online digital trace data, the use of mobile learning interventions for training community health workers and understanding marginalised peoples experience of the Kenyan health system and the use of mobile games and virtual reality to training nurses in Kenya on neonatal resuscitation, in collaboration with the Nuffield Department of Medicine and Kenya Medical Research Institute.

Website: www.mhealthpartners.org

Selected publications

Digital youth and learning

  • Eynon, R. and Helsper, E. (2014) Family dynamics and Internet use in Britain: what role do children play in adults’ engagement with the Internet? Information, Communication and Society.
  • Davies, C and Eynon, R (2013) Teenagers and Technology. Routledge.
  • Eynon R and Malmberg L-E (2012) “Understanding the online information seeking behaviours of young people: The role of networks of support.” Journal of Computer Assisted Learning, 28(6), 499-588.
  • Eynon R and Malmberg, L-E (2011) “A typology of young people’s Internet use: implications for education.” Computers and Education, 56, 585-595.
  • Davies, C. (2011) Digitally strategic: how young people respond to parental views about the use of technology for learning in the home. Journal of Computer Assisted Learning, 27(4), 324 – 335.
  • Furlong, J. and Davies, C. (2012) Young people, new technologies and learning at home: taking context seriously. Oxford Review of Education, 38(1), 45-62.
  • Helsper E and Eynon R (2010) Digital natives: where is the evidence? British Educational Research Journal, 36(3): 503-320.
  • Davies, C (2009) Are social networking sites infantilizing our children?
  • Eynon, R (2009) Mapping young people’s uses of technology in their own contexts – a nationally representative survey. Coventry: Becta

Supporting innovation 

  • Herodotou, C., Niall Winters, N. and Kambouri, M. (2014) Motivation: The Model of Game Motivation An Iterative, Multidisciplinary Approach to Studying Digital Play, Games and Culture published online 13 November 2014 DOI: 10.1177/1555412014557633
  • Eynon, R. (2013) The rise of Big Data: what does it mean for education, technology and media research? Learning, Media and Technology 38 (3) 1-3.
  • Winters, N. (2013) An introduction to technology enhanced learning design in postgraduate medical education. In Luckin, R., Goodyear, P., Grabowski, B. and Winters, N. (Eds) Routledge Handbook of Design in Educational Computing, London: Sage
  • Davies, C. and Eynon, R. (2013) “The role of the Internet in reshaping learning and education” in (ed. Dutton) Oxford Handbook of Internet Studies, Oxford University Press
  • Al Lily, A (2010) “On-line and under veil: Technology-facilitated communication and Saudi female experience within academia.”  Oxford STORIES Conference, March 2010, University of Oxford, Oxford, UK.
  • Eynon R (2008) The use of the web for teaching and learning in Higher Education: rhetoric and reality. Innovations in Education and Teaching International, 45(1), 15-23.
  • Shuyska, JA and Davies, C (2008) “ThinkSpace: the collaborative process of designing new technologies for the classroom,” Proceedings of WikiSym ’08, September 2008, Porto, Portugal.

Digital inclusion & education

Learning in everyday life

  • Gillani, N. and Eynon, R. (2014) Communication Patterns in Massively Open Online Courses. The Internet and Higher Education 23: 18-26.
  • Gillani, N., Yasseri, T., Eynon, R., and Hjorth, I. (2014) Structural limitations of learning in a crowd – communication vulnerability and information diffusion in MOOCs. Scientific Reports 4.
  • Underwood, J., Luckin, R. and Winters, N. (2012) Managing resource ecologies for mobile, personal and collaborative self-directed language learning. Procedia – Social and Behavioral Sciences, 34, 226-229.
  • Eynon R and Davies C (2010) “A Companion for Learning in Everyday Life” In: Wilks, Y (2010) (ed.) Artificial Companions: technical, philosophical and social issues. Benjamins:   Amsterdam.
  • Davies, C and Eynon, R (2009) “A Learning Companion for Adult Informal Learning.” Learning Companions and Pedagogical Agents: Future Trends and Possibilities Workshop, May 2009, Oxford Internet Institute, University of Oxford, Oxford, UK.
  • Eynon, R and Davies C (2009) “The Learning Companion: an Embodied Conversational Agent for Learning,” 10th Annual Conference of the Association of Internet Researchers (AoIR), September 2009, Milwaukee, USA.

Technology and Development 

  • Winters, N. (2013) Mobile learning in the majority world: A critique of the GSMA position. In Price, S., Jewitt, C., and Brown, B. (EDs) Sage Handbook of Researching Digital Technologies, London: Sage
  • Dray, S., Light, A., Evers, V., Dearden, A., Densmore, M., Kam, M., Marsden, G., Ramachandran, D., Sambasivan, N., Smyth, T., van Greunen, D. and Winters, N. (2012) Human Computer Interaction for Development: Changing HCI to Change the World, In J. Jacko, (Ed) The Human-Computer Interaction Handbook: Fundamentals, Evolving Technologies and Emerging Applications, Third Edition, p. 1375-1399.
  • Hakimi, L. (2011). Family-centred learning for Eastern European migrants using a mobile English language application. 10th World Conference on Mobile and Contextual Learning (pp. 7-15). Beijing: Bejing Normal University.

Study with us

Examples of current DPhil projects include

  • Rebecca Inglis: A mixed methods study to develop a training programme for doctors and nurses caring for critically ill patients in a low resource environment
  • James O’Donovan: Understanding how critical pedagogy can inform the design, implementation and evaluation of an mHealth supervision programme for Community Health Workers in Uganda.
  • Tim Tuti: Designing serious-gaming digital medical education interventions in low- and middle-income countries: Lessons from Kenya
  • Laura Pinkerton: Does not compute: social dissonance in England’s new computing education policy

Examples of past DPhil projects include

  • Jade Vu Henry (PhD 2018, co-supervised with Martin Oliver, UCL IOE)Theorising the Design-Reality Gap in ICT: Matters of Care in Mobile Learning for Kenyan Community Health Workers
  • Laurenz Langer (PhD 2018, co-supervised with Ruth Stewart, UCL IOE/University of Johannesburg) Rethinking mobile learning for development: Using the Capability Approach and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in Low- and Middle-Income Countries
  • Tracey Calabrese (2017) Shaping School Culture to Transform Education: An Ethnographic Study of New Technology High Schools.
  • Michael Sean Gallagher (PhD 2016, co-supervised with John Potter, UCL IOE) Charting Trajectories on the Peripheries of Community Practice: Mobile Learning for the Humanities in South Korea
  • Damien Darcy (PhD,  2016) Learning Design in Hybrid Spaces:  Challenges for Teachers and Learners
  • Ronda Zelezny-Green (PhD 2017, co-supervised with Dorothea Kleine, Royal Holloway)The Role of Girls’ Mobile Phone Use to Increase Access to Educational Content After School: A Capabilities-Based Evaluation in Nairobi
  • Nina Hood (2015) Internet-Mediated Teacher-to-Teacher Knowledge Mobilisation.
  • Laura Hakimi (2015) Enhancing the English language learning of disadvantaged young people in Dharavi, Mumbai, using mobile phone software
  • Saima Rana (PhD 2011, co-supervised with Martin Oliver, UCL IOE) ICT and Educational Purpose in the English Secondary School: Using Bell’s Cultural Contradictions to Challenge Techno-economic Justifications of ICT Use



The research group has a collective blog on the Learning and New Technologies Group Website where the members of the group discuss a range of topics prompted by projects, media reports, publications and other resources related to our interests in Learning and New Technologies.

Presentation of AI Cloud Services integrated with Snap! at the Connective Ubiquitous Technology for Embodiments Center of the National University of Singapore and Keio University on 16 March 2017 by Ken Kahn
To an audience of nearly one hundred students and faculty Ken Kahn described the eCraft2Learn project followed by three demonstrations. The first demonstration included speech recognition and synthesis in an application where the user gave verbal commands to a virtual robot. The second demonstration sent an image from the laptop’s camera to Google, IBM, and […]

Building capacity on disability in low- and middle-income countries seminar series
As part of the new Oxford Network on Health Care Training, Social Justice & Technology, a seminar series is being started on “Building capacity on disability in low- and middle-income countries”. The first talk in the series will be given by Sridhar Venkatapuram, who’s done a huge amount of work with the capabilities approach. Details are below. All welcome! […]

NIRE Seminar – Innovations in online learning environments: intrapersonal perspectives
The Network on Intrapersonal Research in Education (NIRE) is holding its fourth seminar, entitled Innovations in online learning environments: intrapersonal perspectives, at the University of York on 17th March, 9:30-4. This seminar is free to attend, to book a place please e-mail: nire@education.ox.ac.uk. Places will be allocated on a first come first serve basis. For a full list […]

LNTRG Poster Conference
On the 12th of October Oxford University Department of Education hosted its annual poster conference to celebrate the beginning of the new academic year.     The Learning and New Technology Research Group was very well represented, displaying 10 posters on the research work of its DPhil Students and Academic staff.  These can be downloaded […]

LNTRG Publications: The digital skills paradox: how do digitally excluded youth develop skills to use the internet?
Earlier this year two members of the Learning and New Technologies Research Group, Rebecca Eynon and Anne Geniets, published an important paper in Learning, Media and Technology reporting the findings of digitally excluded young people and digital skills. Entitled ‘The digital skills paradox: how do digitally excluded youth develop skills to use the internet?’, the […]

John Fell Pump-Priming Award: New Project to address child abuse in the context of disability in Kenya
The mCHW team in the Learning and New Technology Research Group has recently received an award from the John Fell Fund to continue their work on mobile technologies and health care. Anne Geniets writes about the new project: This new project emerges from the mCHW project. The ESRC-DFID funded mCHW project set out to train […]

Oxford Africa Conference
These past two weekends, three MSc members from our research group were involved in successfully putting together the 2015 Oxford Africa Conference. The conference, which was held from May 22 – 23rd, is the largest student-led conference of its kind and brought together over 450 delegates for the event. The speaker line-up was impressive with […]

Seminar Day: Technology Enhanced Data Collection
The Network on Intrapersonal Research in Education (NIRE) in Oxford University Department of Education is organising a series of day long seminars sponsored by the ESRC.  The second of these focuses on technology enhanced data collection. The day is free to attend and takes place on Thursday 11th June 2015 (9:30 a.m. – 4:00 p.m.), Department […]

Teacher Abuse on Social Media: Moral Panic vs Common Sense
The NASUWT (National Association of Schoolmasters Union of Woman Teachers), the largest teacher union in the UK, has reported that teachers are facing increasing amounts of abuse on social media (http://www.bbc.co.uk/news/education-32145849). About 60% of the 1,500 union members questioned in an informal poll for the union said they had faced online abuse compared with 21% […]

MSc students in final for US$1m. Hult Prize
Two MSc Education students from the Department of Education are part of a team from the University who have won the regional round of the Hult Prize Challenge, the world’s largest student start-up competition for social enterprise ideas. Andrew Barnes (Learning and Technology, Exeter College) and David Jeffery (Comparative and International Education, St. Anne’s College) are joined by […]