QWERTY Call for articles 17,2

QWERTY Call for articles 17,2

Guest editors

Nadia Sansone (Unitelma Sapienza – University of Rome)

Carl Bereiter (University of Toronto)

The “new normality”: Digital technologies and learning environments beyond the emergency

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’ 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”.

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.

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.

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.

In particular, but not only, articles are welcome related to:
Innovation of educational contexts
– New digital technologies for learning and teaching
– Innovation of teaching practices
– Innovation of evaluation processes
– Innovation in the professional training of teachers
– Knowledge infrastructure
– Educational research innovation
– Digital identities in the emergency

Transformations of knowledge processes
− Machine learning
− Educational data mining
− Global learning communities
− Experiential leaning
− Social learning
− Game based learning
– Creativity and new technologies

Critical aspects of new technologies in education
– Socio-cultural effects of new technologies
– Psychological effects and addiction
– Ethical and legal implications
– Information literacy
−Digital divide
– Promotion of digital skills
– Management of spaces and time
– Representation of crises

All the manuscripts received will undergo to the standard double-blind review process.
Manuscripts should carefully follow the journal norms reported here

Important dates and submission process
Deadline for first manuscripts submissions: February 28th, March 31, 2022
First decision from the review process: April 30th, May, 31, 2022
Final copy from authors to guest editors: August 31st, 2022
Publication / accepted papers available online: December 2022

Mail contact: nadia.sansone@unitelmasapienza.it
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