Innovative Technologies in Education

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

Deadline for manuscript submissions: closed (31 October 2022) | Viewed by 4749

Special Issue Editor


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Guest Editor
Department Educational Technology, Graz University of Technology, 8010 Graz, Austria
Interests: technology enhanced learning; seamless learning; learning analytics; open educational resources; maker education; computer science for children
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In the current situation of a worldwide pandemic, the use of digital technologies in education is not only a hot topic but simply a necessity. Due to the lockdown of schools and universities over an extended period of time, teachers had no alternative other than to use such technologies. On the one hand, we were able to see how education can work even in such a situation. On the other hand, we also witnessed the lack in skills needed to deliver high quality digital lectures.

Under these circumstances, we are today living in a world where teaching and learning are strongly influenced by technologies. For tomorrow, digital education can no longer be neglected. We must build upon these new circumstances to improve education as much as possible.

For this Special Issue, we are seeking contributions addressing the following research questions, but the list is by no means exhaustive:

  •  What is the influence of digital technologies on education?
  •  What are the future trends of innovative technologies in education?
  •  What are examples of how innovative technologies can be used in education?
  •  How can digital technologies contribute to high quality education?

Prof. Dr. Martin Ebner 
Guest Editor

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 1800 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

  • emerging technologies
  • technology in education
  • digital education
  • MOOC
  • learning analytics
  • open education

Published Papers (1 paper)

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Research

24 pages, 834 KiB  
Article
Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning
by Jessica Hunt, Alejandra Duarte, Brittany Miller, Brianna Bentley, Laura Albrecht and Lance Kruse
Educ. Sci. 2023, 13(1), 68; https://doi.org/10.3390/educsci13010068 - 10 Jan 2023
Cited by 2 | Viewed by 3359
Abstract
Efforts to improve teachers’ knowledge of tools and strategies are often intertwined with their beliefs regarding mathematics teaching and learning. Yet, few studies have examined the impact of professional development designed to bolster teachers’ knowledge of and beliefs about young children’s mathematical development. [...] Read more.
Efforts to improve teachers’ knowledge of tools and strategies are often intertwined with their beliefs regarding mathematics teaching and learning. Yet, few studies have examined the impact of professional development designed to bolster teachers’ knowledge of and beliefs about young children’s mathematical development. In this study, we evaluated whether participants’ beliefs changed significantly after engaging in online professional learning on teaching math to young children, overall orientations of participants’ teaching practices and shifts over time, and how changed beliefs might coincide with changed orientations to practice. We employed a multilevel mixed methods design, with quantitative results showing changes in participants’ overall beliefs based on survey data. We discuss how trends in perceived instructional practices coincide with beliefs found to be statistically significant in the quantitative analysis and the potential for online professional development to influence beliefs. Considerations for design of online professional learning and implications for future research are shared. Full article
(This article belongs to the Special Issue Innovative Technologies in Education)
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