Special Issue "The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges"
Deadline for manuscript submissions: closed (31 January 2023) | Viewed by 144235
Interests: statistics education; data science education; AI in education; STEM/STEAM education; teacher professional development
Special Issues, Collections and Topics in MDPI journals
Special Issue in Education Sciences: Advances in Education and Training for Disaster Risk Reduction and Management
Special Issue in Education Sciences: Editorial Board Members’ Collection Series in “STEM Education”
Special Issue in Education Sciences: Theory and Research in Data Science Education
2. ICT-Enhanced Education Laboratory, Centre of Excellence in Risk and Decision Sciences (CERIDES), European University Cyprus, Nicosia 2404, Cyprus
Interests: engineering education; cognitive radio devices; augmented and mixed reality in education; IoT for healthcare; vocational education; defining future 5G networks and network flying platforms
Special Issues, Collections and Topics in MDPI journals
2. ICT-Enhanced Education Laboratory (ICTEE), Centre of Excellence in Innovation and Technology (CERIDES)
Interests: science education; STEAM education; technology-enhanced science/STEAM education; early-years science education; teacher evaluation and professional development; augmented reality in education
2. Center of Excellence in Research & Innovation in Social Sciences, the Arts and the Humanities (SoScieAtH) - Research Unit Assistive Technology, Disability and Inclusive Education
Interests: inclusive education; disability studies; disability studies in education; universal design for learning; blended learning, augmented reality in education; alternate reality games; teachers’ professional development
Interests: mathematics education; differentiation of teaching and learning; immersive technologies
Rapid advances in information and communication technologies (ICTs) act as a primary catalyst of change in all domains of modern society. In education, they have provided the opportunity to create entirely new learning environments by significantly increasing the range and sophistication of possible instructional activities in both conventional and e-learning settings. A wide diversity of powerful and readily available technological tools and platforms (e.g., VR/AR/MR, AI-based learning systems, virtual learning communities, mobile learning devices, cloud-based computing, 5G and beyond networks) offer myriad opportunities for transforming pedagogy through the adoption of innovative, learner-centered instructional approaches. Educational and training systems worldwide have in recent years engaged in several initiatives aimed at enhancing instructional practices and processes through the integration of contemporary digital technologies. These changes have been accelerated by the COVID-19 pandemic, which has dramatically affected the education and training landscape at a global level, leading to an unprecedented shift to online and hybrid learning, and to the wide adoption of digital technologies. Τhis transition has highlighted the many technical, legal, and practical loopholes of our current teaching educational system when moving education into the online digital world.
Τhe containment and mitigation strategies adopted by national governments in many parts of the world forced educational and training institutions at all levels to shift to emergency remote teaching to minimize learning disruptions. Teachers had to rapidly adapt and transition to online forms of education, digitalizing their teaching practices and assessment processes. Despite facing a steep learning curve, educators and trainers around the world reacted with resilience and creativity, devising innovative solutions with the use of technology, to facilitate the shift from conventional to online classes fast and effectively, and to support remote student participation and learning. Unfortunately, this was not possible for everyone, as in some cases, instructors faced practical and technical obstacles when trying to transfer their in-class laboratory sessions to the online environment. We can therefore conclude that along with the generation of unique opportunities for digital transformation of education and training, the pandemic has also exposed a number of challenges that need to be addressed in order to unlock the true educational potential of digital technologies and to make distance, online, and blended learning effective, inclusive, and engaging for all learners.
This Special Issue aims to provide a forum for the sharing of research findings, ideas, and perspectives on the role of technology in education and training during and post-COVID-19. It seeks to explore the main challenges, opportunities, and innovations in interactive technology and pedagogy that have emerged in the midst of the crisis, and to reflect on the post-effects of the Covid-19 pandemic on digital education and training. Educators and researchers are invited to share their positive and negative experiences, from exploiting digital technologies (platforms, software, programs, apps) to enabling and facilitating online or hybrid learning, and to provide insights with robust practical implications and recommendations based on these experiences. We seek research papers (empirical and case studies) that report on innovative, technology-driven approaches to teaching, learning, and assessment that were employed during COVID-19, and which have the potential to be maintained post-pandemic. At the same time, we are also interested in research contributions that document issues, threats, and shortcomings in the educational use of technology revealed by the forced transition to online modes of education and training, and propose solutions to overcome these challenges. We also welcome conceptual essays contributing to future research and theory building by presenting integrative and critical literature reviews, or reflective and theoretical analyses about the future of digital education and training in a post-pandemic world.
Recommended topics for the Special Issue include but are not restricted to the following:
- Creative uses of technology to enhance and sustain student motivation and learning in the hybrid and online learning environment: tools, strategies, task design and implementation, impact on the teaching–learning–evaluation process;
- Use of ICT to support the application of contemporary pedagogical models in the virtual space (e.g., project-based learning, collaborative learning, inquiry-based learning, differentiated learning, personalized and adaptive learning, game-based learning, outdoor learning, model-based learning, learning by design);
- Utilization of new and emerging technologies (e.g., interactive e-books, games and simulations, dynamic visual representations, VR/AR/MR, mobile apps, ubiquitous computing, artificial intelligence and learning analytics, remote laboratories) in the design of hybrid and online learning environments;
- Teacher and/or learner-generated content and experiences via new and emerging technologies (e.g., collaborative media production and sharing, development of e-books, design of AR learning objects);
- Technology-supported solutions to shifting face-to-face studio/laboratory/clinic-based education to a virtual or remote learning environment;
- Technology-supported assessment of learning in the hybrid and online environment (adaptation of assignments and exam questions to cater to online environments, real-time student monitoring and assessment, use of learning analytics, use of mobile mixed reality (MMR) to facilitate authentic assessment, etc.);
- Technology-supported strategies and techniques for promoting social connections and collaborations in the virtual space (social media/networking, digital collaborative tools, virtual communities of learning and teaching practice, etc.);
- Students’ and teachers’ prior skills and level of readiness to adopt online teaching and learning methods;
- Capacity development of digitally competent educators and trainers in a post-COVID-19 transformed system;
- Digital technology as a barrier to learning during the COVID-19 crisis: inequitable access to technology, lack of accessibility features, limited internet access, low bandwidth and connectivity issues, concerns around student privacy, limitations in institutions’ infrastructure and digital learning resources, lack of digital readiness of students, teachers, and educational systems, lack of online laboratory environment, etc.;
- Pedagogical approaches and strategies for increasing access and promoting accessible and inclusive education and training for all in a remote context (personalized and adaptive learning; differentiated learning; universal design for learning (UDL), etc.);
- Preparing for tomorrow: Lessons learned from this crisis and implications for future digital education and training.
Prof. Dr. Maria Meletiou-Mavrotheris
Dr. Konstantinos Katzis
Dr. Angelos Sofianidis
Dr. Nayia Stylianidou
Dr. Panagiota Konstantinou-Katzi
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.
- emerging technologies
- ICT-enhanced learning
- educational innovation
- educational change
- digital education
- digital readiness
- access and accessibility
- inclusive education
- teacher professional development
- interactive e-books
- games and simulations
- dynamic visual representations
- mobile apps
- ubiquitous computing
- artificial intelligence and learning analytics
- remote laboratories