Special Issue "Learning Sciences and Educational Technology"
Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 5362
Interests: diffusion of innovations; ICT and leadership; learning technologies; scaling and translation
Special Issues, Collections and Topics in MDPI journals
Interests: apprenticeship learning and epistemic change; scaling and diffusion of educational innovations; social constructivism and communities of practice
Special Issues, Collections and Topics in MDPI journals
Rapid technological changes have characterized the modern 21st century, and this has had a corresponding effect on education. As educational needs evolve, it is crucial to understand the multifaceted nature of technology in order to utilize and manage appropriate technological tools effectively and responsibly. Similarly, the application of education technology is complex and requires a diverse range of knowledge from different fields (Lazar, 2015; Ferdig, 2006). With a multitude of education technology tools widely available for educators, how then can we assess the efficacy of a particular innovation? As has been reported in existing literature, innovations should be aligned to a learning theory, appropriate pedagogy, and sound research outcomes (e.g., Christensen and Eyring, 2011; Ferdig, 2006; Serdyukov, 2017).
The learning sciences could be one way of approaching the study of educational technology. The learning sciences are an emerging field that seeks to understand how individuals learn at the cognitive, social, and cultural levels (Sommerhoff, et al., 2018). It seeks collaboration between various disciplines to inform new ways of thinking about learning by inquiring into the cognitive and social processes when individuals learn. Consequently, how can you use this knowledge to optimize learning by designing learning experiences and environments that can lead to more effective teaching and learning?
This Special Issue aims to further our understanding of how learning sciences could help to inform educational decisions in innovations related to educational technology. This involves interdisciplinary research on the causes, effects, and mechanisms of new models of learning. Education technology, if not used with appropriate pedagogies and scaffolding, may not necessarily result in more effective learning. Hence, the perspective of learning sciences signals a paradigm shift in how we understand teaching and learning. In fostering scholarship on learning sciences related to educational technology, we can improve collaboration between educators and researchers, with the aim of improving policy and practice.
We welcome all papers with the aim to advance theoretical and especially practical knowledge related to the use of education technology from a learning science perspective. We strongly encourage research that elicits design principles, as well as that which contributes to the literature with empirically supported findings. Research can include case studies, empirical studies, and theoretical papers.
Christensen, C. and Eyring, H. (2011), The Innovative University: Changing the DNA of Higher Education from the Inside out, Jossey-Bass, San Francisco, CA
Lazar, S. (2015). The importance of educational technology in teaching. International Journal of Cognitive Research in Science, Engineering and Education, 3(1).
Ferdig, R. E. (2006). Assessing technologies for teaching and learning: understanding the importance of technological pedagogical content knowledge. British journal of educational technology, 37(5), 749-760.
Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it?. Journal of Research in Innovative Teaching & Learning.
Sommerhoff, D., Szameitat, A., Vogel, F., Chernikova, O., Loderer, K., & Fischer, F. (2018). What do we teach when we teach the learning sciences? A document analysis of 75 graduate programs. Journal of the Learning Sciences, 27(2), 319-351.
Prof. Dr. Longkai Wu
Prof. Dr. Hung Wei Loong David
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.
- AR, VR, and mixed reality
- artificial intelligence in education
- learning analytics
- digital citizenship
- online learning design
- blended learning
- neuroscience in education