Written by: Thomas Apperley & Christopher S. Walsh
Students’ engagements with, and exposure to, digital cultures and technologies have important implications for teaching and pedagogies. Questions arise in this constantly changing terrain, not just about content, but also what tools—both digital and analogue—best support learning. This issue of Digital Culture & Education (DCE) brings together research that focuses on learners’ and educators’ encounters with, and use of, digital culture. Taking an interdisciplinary approach, this issue steps beyond the pragmatic interests of present educational policy to consider the wider issues of digital culture’s influence on classroom teaching and learning.