Special Issue "Education Technology and Literacies: State of the Art"
Deadline for manuscript submissions: 31 December 2023 | Viewed by 19259
Interests: teacher education; project-based learning; ICT integration; teaching and learning theory; and educational anthropology
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
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.
- education technology
- media literacy
- digital literacy
- critical literacy