Brandau, N. & Tierens, T. (2026)Tracing technological obstinacies in critical educational platform design. Learning, Media and Technology.
Tierens, T. (2026)Literate Attachments: A Response to «Doubting AI and Infrastructure Literacy» (Pacaol 2026). Postdigital Science and Education.
Tierens, T., Decuypere, M., & Hartong, S. (2026)Navigating open-source platforms in schools: an inquiry into changing teacher professionality. Learning, Media and Technology.
Decuypere, M., Brandau, N., Hartong, S., Joecks, L., Ortegon, C., Loft-Akhoondi, A., Tierens, T., & Vanermen, L. (2025)Tracing the Infrastructural Unfolding of (EdTech) Events through Hybrid Team Ethnography. Learning, Media and Technology.
Tierens, T., Decuypere, M., Alirezabeigi, S., Hartong, S. (2025)Pedagogical attachments and Virtual Reality: on immersion with digital technology in school. Critical Studies in Education.
Tierens, T., Decuypere, M., Hartong, S., & Alirezabeigi, S. (2025)Feeling infrastructures: How digital technology matters atmospherically for schools. European Educational Research Journal.
Tierens, T., Decuypere, M., Hartong, S., & Alirezabeigi, S. (2025)Schooling the (Artificially) Intelligent Writer: GenAI Technologies as Thinking Infrastructures in School Education. Postdigital Science and Education.
Decuypere, M., Hartong, S., Brandau, N., Joecks, L., Loft-Akhoondi, A., Ortegón, C., Tierens, T., & Vanermen, L. (2024)Maneuvering constellations of valuation: A critical investigation of the edtech startup sector. Critical Studies in Education.
Tierens, T., Decuypere, M., Alirezabeigi, S., Hartong, S. (2024)Governing through time(s): temporal modes of governance in digital education policy. British Journal of Sociology of Education.