Editorial: Student voice. Listening to students to improve education through digital technologies

Buckingham, D., & Martinez-Rodriguez, J. B. (2013). Interactive youth: New citizenship between social networks and school settings. Comunicar, 40, 10–13. Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31, 3–14. Cook-Sather, A. (2014). The trajectory of student voice in educational research. New Zealand Journal of Educational Studies, 49, 131–148. Cook-Sather, A., Bovil, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco, CA: Jossey-Bass. Czerniawski, G., & Kidd, W. (2011). The student voice handbook: Bridging the academic/practitioner divide. Bingley, UK: Emerald. Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2, 123–141. Fielding, M. (2012). Beyond student voice: Patterns of partnership and the demands of deep democracy. Revista De Educacion, 359, 45–65. Flutter, J. (2013). Alla ricerca delle voci degli studenti: il viaggio di una ricercatrice. In V. Grion & A. Cook-Sather (Eds.), Student voice. Prospettive internazionali e pratiche emergenti in italia (pp. 100–118). Milano, Italy: Guerini. Flutter, J., & Rudduck, J. (2004). Consulting pupils: What’s in it for schools? London, UK: Routledge. Groundwater-Smith, S., Dockett, S., & Bottrell, D. (2015). Participatory research with children and young people. Los Angeles, CA: Sage. Jenkins, H., Ito, M., & Boyd, D. (2015). Participatory culture in a networked era: A conversation on youth, learning, commerce, and politics. London, UK: Polity Press. Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge and London: The MIT Press. Kassem, M. M. (2013). Facebook as a nation-wide civic education classroom listening to the voices of Egyptian secondary school students. Journal of Emerging Trends in Educational Research and Policy Studies, 4, 771–785. Kline, S., Letofsky, K., & Woodward, R. (2014). Democratizing classroom discourse: The challenge for online writing environments. E–Learning and Digital Media, 10, 378–394. Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32, 503–528. Rector-Aranda, A., & Raider-Roth, M. (2015). ‘I finally felt like I had power’: Student agency and voice in an online and classroom-based role-play simulation. Research in Learning Technology, 23, 1–13. Rudduck, J. (1999). Teacher practice and the student voice. In M. Lang, J. Olsen, H. Hansen, & W. Blunder (Eds.), Changing schools/changing practices: Perspectives on educational reform and teacher professionalism (pp. 41–54). Louvain, Belgium: Garant. Smit, B. H. J. (2013). Young people as co-researchers: Enabling student participation in educational practice. Professional Development in Education, 39, 550–573. Timmis, S. E., & Williams, J. (2013). Students as co-researchers: a collaborative, community-based approach to the research and practice of technology enhanced learning. In E. Dunne & D. Owen (Eds.), The student engagement handbook: Practice in higher education (pp. 509–526). Bingley, UK: Emerald.