Special Issue "Education Technology and Literacies: State of the Art"

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: 31 January 2023 | Viewed by 2656

Special Issue Editors

Prof. Dr. Guoyuan Sang
E-Mail Website
Guest Editor
Institute of Teacher Education, Beijing Normal University, Beijing 100875, China
Interests: teacher education; project-based learning; ICT integration; teaching and learning theory; and educational anthropology
Dr. Kai Wang
E-Mail Website
Guest Editor
Institute of Teacher Education, Beijing Normal University, Beijing 100875, China
Interests: educational innovations; pedagogical design; MOOCs; self-regulated learning; higher education and flipped learning

Special Issue Information

Dear Colleagues,

Conversations about the integration of technology into many, if not all aspects of our lives are ubiquitous, and one of the areas in which there are barely any conversations that do not touch upon technology, in one way or another, is education. However, without meaningful integration in teaching–learning processes, digital tools and ubiquitous technologies can be ineffective (Becker et al., 2017). Additionally, the Horizon report for higher education (Alexander et al., 2019) stated that digital literacy is one of the significant challenges that impede upon meaningful integration of technology in academic courses.

Headlines about how education technology (EdTech) can improve many aspects of teaching and learning, and how it can provide access to and continuation of education in challenging settings such as the ongoing pandemic, paint a picture of great promise, which often depicts EdTech as the answer to many, if not all problems education faces. While the overall tone of the ongoing conversation about EdTech is one of many potentials and promises, research on EdTech so far has shown mixed results. This Special Issue invites submissions of empirical and review papers which critically examine a wide range of aspects of EdTech and important related concepts such as technology and media literacies. We especially welcome papers which investigate and highlight not only recent developments in EdTech, but also the experiences of EdTech stakeholders across educational levels and settings.

Particularly, this Special Issue's call for papers addresses topics including, but not limited to, the following:

  • The theoretical frameworks and/or practical strategies on how technology and literacies can be used to facilitate teaching and learning;
  • Exploring the use of technology and literacies in learning design from a learning sciences perspective;
  • Students’ and teachers’ prior skills and level of literacies to adopt technology-facilitated methods;
  • Teacher educator and/or teacher perceptions and/or experiences of new and emerging technologies in teacher education program;
  • Educational technology and innovative instructional approaches as related to digital literacies and teachers’ education and training;
  • Pedagogical approaches and strategies for increasing digital literacies;
  • Digital literacy: concept, practices, and assessment;
  • Educational technologies and tools for literacies development.

It is our hope that the final collection of papers in this issue will represent the current state of the art of EdTech research viewed through a variety of diverse and meaningful lenses.

Prof. Dr. Guoyuan Sang
Dr. Kai Wang
Guest Editors

Contact person:  Mr. Stefan Reindl <[email protected]>

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • education technology
  • EdTech
  • implementation
  • perceptions
  • media literacy
  • digital literacy
  • critical literacy

Published Papers (4 papers)

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Research

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Article
Understanding Teacher Educators’ Perceptions and Practices about ICT Integration in Teacher Education Program
Educ. Sci. 2022, 12(8), 549; https://doi.org/10.3390/educsci12080549 - 13 Aug 2022
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Abstract
This study explored the perceptions and practices of teacher educators in integrating information and communication Technology (ICT) in teacher education programs. The study adopted a phenomenological design under the qualitative research approach that included eighteen selected participants from a teacher education university college. [...] Read more.
This study explored the perceptions and practices of teacher educators in integrating information and communication Technology (ICT) in teacher education programs. The study adopted a phenomenological design under the qualitative research approach that included eighteen selected participants from a teacher education university college. Data collection employed semi-structured interviews, observations, and documentary reviews. The authors adopted the Braun and Clarke (2006) thematic analysis model for data analysis. The findings showed that while young and inexperienced teachers showed readiness to use ICT, some teacher educators do not understand the logic behind using technology and hence question the rationale for applying it to their teaching. At the same time, equipment challenges, large teaching burdens, and time limits were the critical barriers to integration. Again, the findings revealed that teacher educators use different software and learning platforms, use social media, gather online information, and access learning materials through journal subscriptions to enhance preservice teachers’ learning. Thus, integrating ICT during teacher training is paramount, and teacher educators should be assisted and encouraged to develop positive attitudes in learning and to apply ICT in their teaching practices. Concomitantly, equipping preservice teachers with ICT-based pedagogical skills, not only through specialized ICT courses, but also through observing how teacher educators use it, has a significant impact on transforming teaching practices in their future classrooms. Full article
(This article belongs to the Special Issue Education Technology and Literacies: State of the Art)
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Article
Improving the Scientific Literacy of Food Engineering Students in Electrohydrodynamic Processing by Means of Zein Solutions
Educ. Sci. 2022, 12(8), 503; https://doi.org/10.3390/educsci12080503 - 22 Jul 2022
Viewed by 382
Abstract
Electrohydrodynamic processing (EHDP) has revolutionized nanotechnology since it is a simple method for developing microstructures and nanostructures from a wide range of polymer solutions using the application of high voltages. However, EHDP has scarcely been introduced into food engineering courses at any educational [...] Read more.
Electrohydrodynamic processing (EHDP) has revolutionized nanotechnology since it is a simple method for developing microstructures and nanostructures from a wide range of polymer solutions using the application of high voltages. However, EHDP has scarcely been introduced into food engineering courses at any educational level, whereas it is fundamental for professionals in the discipline. The present educational article aims to introduce, for the first time, the basis of the EHDP technology and its management to students in postgraduate courses for food emulsion and related disciplines. To this end, the document reports the step-by-step preparation of zein solutions in aqueous ethanol with varying weight protein contents and the characterization of such solutions in terms of their density, viscosity, surface tension, and conductivity. Then, the methodology also describes the processability of the resultant zein solutions using EHDP. Process parameters, including applied voltage, flow-rate, and tip-to-collector distance, were studied to optimize proper deposition of zein materials in the form of a wide range of morphologies, from nanobeads to microfibers. The attained results were related to the zein solution properties and processing conditions, which can help to understand the effect of these parameters and exemplify the potential of this technology to develop novel ultrathin food hydrocolloid structures. Finally, the application of this methodology was assessed through online surveys taken during food engineering courses and findings indicate that postgraduate students appreciate the exposure provided by the experimental activities, particularly to achieve familiarity with food hydrocolloid solutions and scientific literacy in the EHDP technology. Full article
(This article belongs to the Special Issue Education Technology and Literacies: State of the Art)
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Article
Through the COVID-19 to Prospect Online School Learning: Voices of Students from China, Lebanon, and the US
Educ. Sci. 2022, 12(7), 472; https://doi.org/10.3390/educsci12070472 - 08 Jul 2022
Cited by 1 | Viewed by 544
Abstract
Online learning has emerged as a widely used learning mode and will likely supplement traditional learning in the post-pandemic era. The purpose of this study is to present student voices of online school education by investigating students’ online learning experiences during the COVID-19 [...] Read more.
Online learning has emerged as a widely used learning mode and will likely supplement traditional learning in the post-pandemic era. The purpose of this study is to present student voices of online school education by investigating students’ online learning experiences during the COVID-19 pandemic in various contexts, and explain why the impacts are important to student learning and well-being. Semi-structured in-depth interviews were conducted with nine students from China, Lebanon, and the United States to gain direct insight into students’ perceptions of each country. The results showed that the online learning environment provided at the national level, such as social conflicts, and the facilities provided at the individual level, such as information access, increase the educational inequity. High-school students experienced numerous psychological changes and encountered academic cheating issues in the home online-learning environment. We recommend that online school education should make significant improvements in pedagogy, students’ mental health, and learning assessment, and consider factors beyond technology solutions. Full article
(This article belongs to the Special Issue Education Technology and Literacies: State of the Art)

Review

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Review
Teacher Perceptions about ICT Integration into Classroom Instruction
Educ. Sci. 2022, 12(9), 609; https://doi.org/10.3390/educsci12090609 - 07 Sep 2022
Cited by 1 | Viewed by 374
Abstract
This study looked at qualitative papers that focused on teacher perceptions of how technology is integrated in the classroom. It synthesized 22 qualitative research studies using the meta-ethnography method to trace, assess, and synthesize the findings in order to gain a better understanding [...] Read more.
This study looked at qualitative papers that focused on teacher perceptions of how technology is integrated in the classroom. It synthesized 22 qualitative research studies using the meta-ethnography method to trace, assess, and synthesize the findings in order to gain a better understanding of the diversity of teacher perceptions concerning ICT integration in the classroom. The outcomes were determined by the positive and negative attitudes teachers had toward ICT integration in the classroom. The synthesis revealed that local settings and global educational trends both influence teacher perceptions. It is stated how crucial teacher professional development programs are, and contextual elements influencing teacher perceptions about ICT integration into classroom are highlighted. Recommendations for further study are explored by integrating the review’s findings. Full article
(This article belongs to the Special Issue Education Technology and Literacies: State of the Art)
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