Guest editors<\/p>\n
Nadia Sansone<\/strong>\u00a0(Unitelma Sapienza – University of Rome)<\/p>\n Carl Bereiter<\/strong>\u00a0(University of Toronto)<\/p>\n During the COVID-19 health emergency, schools and universities have found in distance learning an important resource, albeit implemented under the pressure of an immediate and often difficult transition, with teachers all over the educational agencies rushing to find the right tools for videotaping lessons, assigning homework, and verifying students\u2019 learning. The phase we are now experiencing still sees digital technologies as a resource, whether it is their use in presence, in blended mode or completely at a distance. Therefore, it becomes crucial the ability to design, build and monitor learning environments that are flexible and adaptable to different contexts, and which can gradually accompany us out of the emergency and towards a time in which technologies are “resources of a new normality”<\/em>.<\/p>\n Similarly, a reflection is required on the technological innovations that we have seen flourish or establish themselves in the last year, in the desire to increase the teaching experience at a distance or, at least, to compensate for contingent limits of various kinds. Among these, all the Knowledge Infrastructure tools with which, remotely, in the classroom, or in blended mode, students and teachers could experience forms of recursive and reflective knowledge construction.<\/p>\n To these aims, research has a key function since it helps understanding the emerging issues and the strategies which have been adopted to address them: from the definition of the most appropriate teaching strategies and techniques to the management of the related psycho-pedagogical processes, from the planning of educational interventions to their evaluation, from the identity dynamics at stake to the socio-relational ones, with the ultimate aim of building theoretical models of impact, both in the immediate and in a long-term perspective.<\/p>\n The primary interest of this Special Issue is, therefore, aimed at innovation processes in the field of learning, in reference to the Covid-19 emergency and its overcoming.<\/p>\n In particular, but not only, articles are welcome related to: Transformations of knowledge processes<\/span> Critical aspects of new technologies in education<\/span> All the manuscripts received will undergo to the standard double-blind review process. Important dates and submission process Mail contact: nadia.sansone@unitelmasapienza.it <\/p>\nThe \u201cnew normality\u201d: Digital technologies and learning environments beyond the emergency<\/h4>\n
\nInnovation of educational contexts<\/span>
\n– New digital technologies for learning and teaching
\n– Innovation of teaching practices
\n– Innovation of evaluation processes
\n– Innovation in the professional training of teachers
\n– Knowledge infrastructure
\n– Educational research innovation
\n– Digital identities in the emergency<\/p>\n
\n\u2212 Machine learning
\n\u2212 Educational data mining
\n\u2212 Global learning communities
\n\u2212 Experiential leaning
\n\u2212 Social learning
\n\u2212 Game based learning
\n– Creativity and new technologies<\/p>\n
\n– Socio-cultural effects of new technologies
\n– Psychological effects and addiction
\n– Ethical and legal implications
\n– Information literacy
\n\u2212Digital divide
\n– Promotion of digital skills
\n– Management of spaces and time
\n– Representation of crises<\/p>\n
\nManuscripts should carefully follow the journal norms reported here<\/p>\n
\nDeadline for first manuscripts submissions: February 28th<\/del>, March 31, 2022<\/strong>
\nFirst decision from the review process: April 30th<\/del>, May, 31,<\/strong> 2022<\/strong>
\nFinal copy from authors to guest editors: August 31st, 2022
\nPublication \/ accepted papers available online: December 2022<\/p>\n
\nCall for articles download<\/a><\/p>\n