Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
3.1
1.7
Journals
Societies
Special Issues
Digital Transformation: Social and Educational Perspective
share announcement

Digital Transformation: Social and Educational Perspective

A special issue of Societies (ISSN 2075-4698).

Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 21741

Special Issue Editors

Prof. Dr. Carmen Llorente Cejudo

E-Mail Website
Guest Editor
Department of Didactics and Educational Organization, University of Seville, 41004 Sevilla, Spain
Interests: digital competence; educational digital transformation; evaluation; ICT; education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Antonio Palacios-Rodríguez

E-Mail Website
Guest Editor
Department of Didactics and Educational Organization, University of Seville, 41004 Sevilla, Spain
Interests: digital competence; educational digital transformation; evaluation; ICT; education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Juan Jesús Gutiérrez-Castillo

E-Mail Website
Guest Editor
Department of Didactics and Educational Organization, University of Seville, 41004 Sevilla, Spain
Interests: digital competence; educational digital transformation; evaluation; ICT; education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The COVID-19 pandemic has provided a unique opportunity to examine our understanding of the opportunities and challenges that ICTs offer to support the functioning of all aspects of societies.

  • Capacity building of stakeholders in the creation, access, reuse, adaptation and redistribution of open educational resources (OER).
  • Development of support policies.
  • Promotion of effective, inclusive and equitable access to quality OER.
  • Promotion of the creation of sustainability models for OER.
  • Promotion and strengthening of international cooperation.
  • Academic continuity in times of crisis: new distance education environments.
  • Internationalization in remote environments.
  • Flexible and digital learning environments.
  • Digital skills (citizenship, teachers and educational institutions).
  • Education 4.0 for connected and digital environments.
  • New models and didactic strategies for Education 4.0.
  • Profiles and teaching competences for distance environments and Education 4.0.
  • Virtual reality, augmented, 360 videos and new applications for Education 4.0 environments.
  • Transformation with artificial intelligence, automation and nanotechnologies.
  • Use of OLS (open learning resources), LEM, active learning or immersive resources.
  • Adaptive and personalized learning.
  • Chatbots and virtual assistants.
  • Remote and virtual laboratories.
  • Intelligent tutoring systems.

We look forward to receiving your contributions. 

Prof. Dr. Carmen Llorente Cejudo
Prof. Antonio Palacios-Rodríguez
Prof. Dr. Juan Jesús Gutiérrez-Castillo
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 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 conceptual papers 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. Societies 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.

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (6 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Review

13 pages, 271 KiB  
Article
Democratizing Higher Education: The Use of Educational Technologies to Promote the Academic Success of University Students with Disabilities
by Maria de las Nieves Sanchez-Diaz and Beatriz Morgado
Societies 2023, 13(3), 57; https://doi.org/10.3390/soc13030057 - 2 Mar 2023
Cited by 3 | Viewed by 2103
Abstract
The rise of information and communication technologies has not gone unnoticed in the university context. An increasing number of university faculty members are using technological resources in their teaching. However, the success of technologies in the teaching and learning process depends on the [...] Read more.
The rise of information and communication technologies has not gone unnoticed in the university context. An increasing number of university faculty members are using technological resources in their teaching. However, the success of technologies in the teaching and learning process depends on the way they are used. This article analyses the actions of university faculty members who engage in inclusive teaching practices using educational technologies in their classrooms. A qualitative approach was followed using the biographical narrative method. Data collection was carried out through semi-structured individual interviews with 42 inclusive faculty members from 6 Spanish public universities. The results obtained reveal the technological resources used by these faculty members in their classrooms, the main uses they make of virtual learning platforms, as well as the actions that the faculty members implement to facilitate access and participation of students with disabilities through the use of technologies. These results allow us to detect some of the faculty’s training needs related to the use of educational technologies and offer practical keys that contribute to guaranteeing inclusive and quality learning for all students. Full article
(This article belongs to the Special Issue Digital Transformation: Social and Educational Perspective)
18 pages, 734 KiB  
Article
Digitalization of Educational Organizations: Evaluation and Improvement Based on DigCompOrg Model
by Ángel David Fernández-Miravete and Paz Prendes-Espinosa
Societies 2022, 12(6), 193; https://doi.org/10.3390/soc12060193 - 18 Dec 2022
Cited by 3 | Viewed by 2422
Abstract
The digitalization of educational organizations is a political and social priority at European level and the model which is the basis for the analysis is DigCompOrg as part of the European Framework of Competences. This article summarizes the results of a longitudinal evaluative [...] Read more.
The digitalization of educational organizations is a political and social priority at European level and the model which is the basis for the analysis is DigCompOrg as part of the European Framework of Competences. This article summarizes the results of a longitudinal evaluative research (from 2018 until 2022) around the digitalization process of a compulsory secondary education center. We have applied a mixed method and an evaluative research design based on the use of questionnaires, focus groups and a research diary. This article is focused on data from the last evaluation (2021–2022) where the participants are 26 members of the management team, 46 teachers and 374 students. Our results show that progress has been made in the digitalization process, especially in some areas such as leadership, infrastructure/equipment and pedagogy/support/resources, which have obtained high scores. On the other hand, the data also show other areas where there is more scope for improvement, such as collaboration, digital networks and also innovative assessment practices. This research can be valuable as an example of a good practice around the digitalization of institutions of formal education. Full article
(This article belongs to the Special Issue Digital Transformation: Social and Educational Perspective)
►▼ Show Figures

Figure 1

15 pages, 1518 KiB  
Article
Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology
by Alejandro Colomo Magaña, Ernesto Colomo Magaña, Francisco D. Guillén-Gámez and Andrea Cívico Ariza
Societies 2022, 12(4), 98; https://doi.org/10.3390/soc12040098 - 24 Jun 2022
Cited by 9 | Viewed by 3371
Abstract
In order for students to be the protagonists of the teaching and learning process, teachers must change their role in the classroom. A successful alternative is the flipped classroom methodology, where educational technology is integrated into a reorganisation and optimisation of class time. [...] Read more.
In order for students to be the protagonists of the teaching and learning process, teachers must change their role in the classroom. A successful alternative is the flipped classroom methodology, where educational technology is integrated into a reorganisation and optimisation of class time. Based on this alternative, this paper aims to analyse the perceptions of future teachers about the FC as an active methodology. A quantitative longitudinal panel design was carried out with pre-test and post-test measures, with a descriptive, inferential and predictive approach. The sample consisted of 284 prospective teachers from the University of Malaga (Spain), who were asked about their perceptions of the FC using an ad hoc questionnaire. The results reflect positive perceptions of the FC methodology on the part of the future teachers, with significant differences by gender in favour of men. The variables gender, re-watching videos, digital competence and autonomous learning were predictors of the participants’ perceptions. In conclusion, it is important to highlight the importance of implementing active methodologies such as the FC with future teachers that they can use when carrying out their work. Full article
(This article belongs to the Special Issue Digital Transformation: Social and Educational Perspective)
►▼ Show Figures

Figure 1

Review

Jump to: Research

15 pages, 369 KiB  
Review
Conceptual Cartography for the Systematic Study of Music Education Based on ICT or EdTech
by Antonio León-Garrido, Julio Manuel Barroso-Osuna and Carmen Llorente-Cejudo
Societies 2022, 12(5), 136; https://doi.org/10.3390/soc12050136 - 30 Sep 2022
Cited by 1 | Viewed by 2617
Abstract
Music and its study have always been present among people. Its learning is significant, as it provides benefits and helps in the acquisition of many abilities and skills. However, didactic, methodological, and pedagogical changes have begun to appear that nurture and provide new [...] Read more.
Music and its study have always been present among people. Its learning is significant, as it provides benefits and helps in the acquisition of many abilities and skills. However, didactic, methodological, and pedagogical changes have begun to appear that nurture and provide new challenges to their learning. Fully adapting to the 21st century and abiding by the great demand for technologies, we have seen the rise of ICT (Information and Communication Technologies), which have also been conceived as educational technology (EdTech), when applied to education. Due to these reasons, the need to conduct a systematic literature review in four databases has arisen to find out whether the use of technology in music education helps to facilitate the teaching-learning process of students. Evidence from this research has been collected using concept mapping to organize the training process. Finally, it is relevant to comment that evidence has been found and verified that the use of Edtech helps in the learning of Music Education; given that, in various documents, it is observed that they increase motivation, musical-technological thinking, critical thinking, creativity, musical practice, and musical improvisation and that they give rise to fun, playful, enjoyable, and stimulating learning. Full article
(This article belongs to the Special Issue Digital Transformation: Social and Educational Perspective)
14 pages, 759 KiB  
Review
Pedagogical Patterns for tMOOC as a Social Technology of Relationship
by Lucía Amorós-Poveda, Julio Cabero-Almenara and Antonio Palacios-Rodríguez
Societies 2022, 12(2), 47; https://doi.org/10.3390/soc12020047 - 11 Mar 2022
Viewed by 2639
Abstract
Information communication technologies, as technologies of human relations (ICRT), are linked with pedagogical patterns. Co-design, as a dialogic, participatory, and relational process, leads task based Massive Open Online Course (tMOOC) to justify the use of ICRT for lifelong learning. From sociocultural constructivism principles, [...] Read more.
Information communication technologies, as technologies of human relations (ICRT), are linked with pedagogical patterns. Co-design, as a dialogic, participatory, and relational process, leads task based Massive Open Online Course (tMOOC) to justify the use of ICRT for lifelong learning. From sociocultural constructivism principles, patterns offer possibilities for participation by collaborating with professionals (teachers, designers, researchers) and students. On this subject, patterns involve everyone in the learning scenario, transferring best practices in the pattern language. Applying triangulation as a methodology, we are focused on two aims: analyzing the documentation of pedagogical patterns as a technology of relation (O.1), and synthesizing the information according to tMOOC (O.2). Eleven documents are worked on, including scientific articles, research reports, and a conference paper. As a result, patterns are explored and described according to their processes, structures, modalities, methods, and resources. Finally, it is concluded that patterns underline collaborative tasks where the methodology based on design (IBL) is beneficial for the digital competence of educators. However, evaluative research directed to platforms in real contexts is necessary, attending to group management, metrics, and modeling. Full article
(This article belongs to the Special Issue Digital Transformation: Social and Educational Perspective)
►▼ Show Figures

Figure 1

11 pages, 9678 KiB  
Review
Use of Augmented Reality for Students with Educational Needs: A Systematic Review (2016–2021)
by José María Fernández-Batanero, Marta Montenegro-Rueda and José Fernández-Cerero
Societies 2022, 12(2), 36; https://doi.org/10.3390/soc12020036 - 25 Feb 2022
Cited by 15 | Viewed by 7295
Abstract
In recent years, interest in applying Augmented Reality technology as a teaching/learning resource in education has increased. However, few studies focus on the possibilities and challenges of these tools to support learners with educational needs. In this review, we aggregate the current knowledge [...] Read more.
In recent years, interest in applying Augmented Reality technology as a teaching/learning resource in education has increased. However, few studies focus on the possibilities and challenges of these tools to support learners with educational needs. In this review, we aggregate the current knowledge of how Augmented Reality technologies are applicable and their impact on the learning of students with educational needs considering the above-mentioned factors. In total, 18 studies indexed in the Scopus and Web of Science databases were analysed. The main findings of this review provide the current state of Augmented Reality research in special education and show positive results in the learning of students with educational needs. Full article
(This article belongs to the Special Issue Digital Transformation: Social and Educational Perspective)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-6
Back to TopTop