Special Issue "New Trends and Perspectives for the Positive Use of ICT in Education"

Special Issue Editors

Dr. Łukasz Tomczyk
E-Mail Website
Guest Editor
Department of Social Pedagogy and Adult Education, Pedagogical University of Cracow, 30-060 Cracow, Poland
Interests: media education; information society; lifelong learning; school; cybersafety
Special Issues and Collections in MDPI journals
Prof. Dr. Huseyin Uzunboylu
E-Mail Website
Guest Editor
Department of Curriculum and Instruction, Near East University—Near East Boulevard, Nicosia 99138, Turkey
Interests: educational technology; media education; learning theories; curriculum; special education; didactics
Prof. Dr. Lazar Stošić
E-Mail Website
Guest Editor
Don State Technical University, Gagarin Square 1, 344000 Rostov-On-Don, Russia
Interests: education technology; ICT; information technology; web development
Special Issues and Collections in MDPI journals

Special Issue Information

Dear Colleagues,

The development of new information and communication technologies (ICTs) has irreversibly transformed the education sector. The widespread use of new technologies based on IT solutions is strongly linked to the development of key competences, such as digital literacy. Today, it is increasingly difficult to imagine formal and non-formal education without the use of ICT in the process of learning, teaching, upbringing, and communication mediated by digital media.

ICTs are the basis for the rapid transfer of information, evaluation of knowledge, and simulation of phenomena that are difficult to implement using analogue teaching aids. The development of the information society has a visible impact on the equipment of schools with IT software and hardware. In recent years, the growth of pedagogical innovations based on smartphones, the Internet, augmented reality, and e-learning is also noticeable. Such processes force us to reflect on the opportunities related to universal, deep, and irreversible computerization. The positive consequences of the use of ICT in education are increasingly taking the form of an emerging direction of research in pedagogical sciences, referred to as the paradigm of opportunities.

The aim of this Special Issue is to show effective ICT-based solutions that have been implemented in education. In this Special Issue, we would like to present prototypical and tested solutions that use the potential of ICT. We invite you to submit texts on the computerization of formal education, university education, and lifelong learning. We particularly welcome papers on pedagogical experiments, the implementation of new e-learning platforms, and the presentation of new teaching aids based on digital media.

Dr. Łukasz Tomczyk
Prof. Dr. Huseyin Uzunboylu
Prof. Dr. Lazar Stošić
Guest Editors

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 papers will be 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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. European Journal of Investigation in Health, Psychology and Education is an international peer-reviewed open access quarterly 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 1000 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

  • ICT
  • education
  • media education
  • teachers
  • students
  • pedagogy
  • chance paradigm
  • new software
  • new hardware
  • increasing efficiency
  • new trends
  • pedagogical innovations
  • non-standard solutions
  • international cooperation
  • technology transfer in the education sector
  • new media psychology
  • educational policy
  • digital literacy
  • VR
  • AR
  • digital maturity

Published Papers (2 papers)

Order results
Result details
Select all
Export citation of selected articles as:

Research

Article
Factors Related with Underperformance in Reading Proficiency, the Case of the Programme for International Student Assessment 2018
Eur. J. Investig. Health Psychol. Educ. 2021, 11(3), 813-828; https://doi.org/10.3390/ejihpe11030059 - 24 Jul 2021
Viewed by 469
Abstract
Almost 217 million secondary school students (60% of the world’s adolescents) do not reach minimum levels in reading proficiency at the end of secondary school, according to objective 4.1 of the UN’s Sustainable Development Goals. Therefore, the early and efficient identification of this [...] Read more.
Almost 217 million secondary school students (60% of the world’s adolescents) do not reach minimum levels in reading proficiency at the end of secondary school, according to objective 4.1 of the UN’s Sustainable Development Goals. Therefore, the early and efficient identification of this disadvantage and implementation of remedial strategies is critical for economies. In 2018, the Programme for International Student Assessment (PISA) assessed the reading skills of 15-year-old students in 80 countries and economies. This work introduces a methodology that uses PISA’s data to build logistic regression models to identify the main factors contributing to students’ underperforming reading skills. Results showed that socioeconomic status (SES), metacognition strategies, Information and Communication Technology (ICT) skills, and student–teacher relationships are the most important contributors to low reading abilities. Full article
(This article belongs to the Special Issue New Trends and Perspectives for the Positive Use of ICT in Education)
Show Figures

Figure 1

Article
Incident Factors in the Sustainable Development of Digital Teaching Competence in Dual Vocational Education and Training Teachers
Eur. J. Investig. Health Psychol. Educ. 2021, 11(3), 758-769; https://doi.org/10.3390/ejihpe11030054 - 15 Jul 2021
Viewed by 587
Abstract
For years the technological revolution has been transforming all facets of our society. Teaching could obviously not be an exception but is quite the opposite because of its role in training the individuals of that society. Teachers at all levels of education are [...] Read more.
For years the technological revolution has been transforming all facets of our society. Teaching could obviously not be an exception but is quite the opposite because of its role in training the individuals of that society. Teachers at all levels of education are subjected to an adaptation process to develop the digital skills necessary for this transformation. This process must be permanent as there are still major deficiencies in teachers’ ICT knowledge and rejection of their application. This study aims to see whether the inadequacy of digital teaching skills also occurs in the Dual Vocational Training modality. To this end, a descriptive quantitative method has been carried out in a sample of teachers from the Professional Formation Dual system in the Autonomous Community of Andalusia. The results show an insufficient level of digital skills that is therefore improvable, finding some factors that influence, to some extent, the various components of digital competence such as prior teacher training, the locality in which their school resides or the category of teaching to which he belongs. Therefore, it is advised to continue to promote in-service training in digital competence for in-service teachers in order to achieve sustainable educational development. Full article
(This article belongs to the Special Issue New Trends and Perspectives for the Positive Use of ICT in Education)
Back to TopTop