Call for Special Issues

 

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  • [CLOSED] Emerging Technologies in Education for Innovative Pedagogies and Competency Development

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Special Issue – Emerging Technologies in Education for Innovative Pedagogies and Competency Development

Guest Editors

  • Asad Abbas (PhD), Writing Lab, Institute for the Future of Education, Tecnológico de Monterrey, Mexico: asad.abbas@tec.mx
  • Samira Hosseini (PhD), Writing Lab, Institute for the Future of Education, Tecnológico de Monterrey, Mexico: samira.hosseini@tec.mx

  • José Luis Martín Núñez (PhD), Institute for Educational Science, Universidad Politécnica de Madrid, Spain: joseluis.martinn@upm.es

  • Susana Sastre-Merion (PhD), Institute for Educational Science, Universidad Politécnica de Madrid, Spain: susana.sastre@upm.es

Focus of the Special Issue

Recent research about emerging technologies in education aims to understand the relationship between education policies, especially of higher education institutions (HEIs), innovative pedagogies and competency development (Bond et al., 2020; Lai & Bower, 2019). The purpose of such education policies is to implement emerging technologies (for example, virtual/augmented reality, 3D printing, drones, robotics, or artificial intelligence) to achieve two key outcomes. These are to support the improvement of an existing education system as well as to facilitate HEI educators’ development and enhancement of competencies through the adoption of innovative pedagogical techniques (such as mobile, adaptive, or blended learning) (Aljawarneh, 2020). The use of these emerging technologies, along with a focus on competency development, can provide the conditions necessary to transform higher education pedagogies in theory and practice. This transformational process in education foregrounds the central role of technology in the learning process. The recent global emergency has led to an unexpected leap in the utilization and implementation of technologies by educators (Moorhouse, 2020; Thompson & Lodge, 2020). Numerous examples of innovative practice have emerged. In this new educational paradigm, the integration of educational technologies in teaching and learning can foster the development of new skills for HEI educators. It is essential to share innovative experiences that promote the advancement of educational technologies in higher education institutions.

Call for Articles

The purpose of this special issue is to provide an opportunity to share these experiences of researching, evaluating and implementing emerging technologies in HEI and to collate the lessons learned from the intersection of emerging technology, innovative pedagogies and competency development. Our vision is geared toward state-of-the-art technologies that drive innovative approaches for teaching and learning.

The topics relevant to this issue include but are not limited to:

  • Adaptive and personalized
  • Innovative pedagogical
  • Ethics in education.
  • Competency development and assessment.
  • Role of technology in instructions and learning
  • Artificial intelligence: Chatbots, virtual assistants or intelligent tutoring system.
  • Digital accreditations (free and paid digital diplomas).
  • Gamification and serious games to foster student’s engagement and
  • Learning
  • Open educational resources and
  • Remote and hybrid lecture tools (video conferencing, cloud-based whiteboards, and etc.)
  • Robotics in the classroom to enhance student motivation

Manuscript Submission Instructions

  • Manuscripts addressing the special issue’s focus should be submitted through the AJET online manuscript submission system.
  • When submitting your manuscript, please include a note in the field, Comments for the that you wish it to be considered for the Special Issue on "Emerging Technologies in Education for Innovative Pedagogies and Competency Development" of AJET.
  • Please review the Author Guidelines and Submission Preparation Checklist carefully, and prepare your manuscript accordingly.
  • Information about the peer review process and criteria is also available for your perusal.

Deadlines for Authors

  • Submissions Due: 1st April 2021
  • Decisions returned to authors after peer review: 1st July 2021
  • Final amendments (i.e. final papers) due: 1st September 2021
  • Publication: around October 2021

Further Questions

Please direct questions about manuscript submissions to Dr. Asad Abbas, Tecnológico de Monterrey (asad.abbas@tec.mx)

References

Aljawarneh, S. A. (2020). Reviewing and exploring innovative ubiquitous learning tools in higher education. Journal of Computing in Higher Education, 32(1), 57-73. doi: https://doi.org/10.1007/s12528-019-09207-0

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 1-30. doi: https://doi.org/10.1186/s41239-019-0176-8

Lai, J. W., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27-42. doi: https://doi.org/10.1016/j.compedu.2019.01.010

Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, doi: https://doi.org/10.1080/02607476.2020.1755205

Thompson, K. & Lodge, J. M. (2020). 2020 vision: What happens next in education technology research in Australia. Australasian Journal of Educational Technology, 36(4), 1-8. doi: https://doi.org/10.14742/ajet.6593