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Education Sciences
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Technologies and Teacher Education: Situating Educators in Possible Futures and...
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Technologies and Teacher Education: Situating Educators in Possible Futures and Postdigital Era

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: 1 September 2024 | Viewed by 1611

Special Issue Editors

Dr. Maka Eradze

E-Mail Website
Guest Editor
Department of Human Studies, University of L’Aquila, 67100 L'Aquila, AQ, Italy
Interests: technology-enhanced learning; educational innovation; educational technologies
Dr. Emanuele Bardone

E-Mail Website
Guest Editor
Faculty of Social Sciences, Institute of Education, University of Tartu, 50090 Tartu, Estonia
Interests: philosophy of technology; educational innovation; educational technologies

Special Issue Information

Dear Colleagues,

In today’s postdigital accelerated technological era, it is becoming difficult to situate and/or imagine different educational actors, systems, and an ever-increasing array of educational technologies in specific, existing, or future socio-technical landscapes. The agency and role of educators on different levels in the imagined futures or existing realities are often uncertain, torn between the hype and complex, tangible ramifications of these realities. Therefore, it is important to understand, problematize, study, theorize, and imagine new socio-technical realities in terms of their ontological and epistemological assumptions, as well as explore how these emerging technologies are changing the socio-technical realities, giving way to new, possible futures (educational innovation).

In this Special Issue, we pose the question: what role do educators assume or play, and how can we educate and empower educators to let them act, imagine, contribute to, and participate in the possible futures (of education)?

The main focus of this Special Issue is the exploration of imagined futures and educational innovation and its policy, theory, and practice. It invites submissions to explore teacher education and professional development in the era of postdigital education and possible futures, focusing on educators’ agency when organizing and re-organizing current practices, policies, and theoretical perspectives in line with imagined and possible futures. Conceptual and empirical contributions, case studies, and proposals of critical and innovative methodological agendas are welcome.

Suggested themes:

  • Theory and practice of teacher education in the postdigital era and imagined futures in the context of educational innovation;
  • Imagined futures and educational innovation in the postdigital era: situating the agency and role educators;
  • Generative artificial intelligence in the context of teacher education: ontological and epistemological aspects;
  • Generative artificial intelligence and emerging technologies in the context of teacher education: from policy to practice;
  • Generative artificial intelligence and emerging technologies in the context of teacher education: theoretical implications;
  • Research and co-design methodologies with and for educators in the context of emerging technologies and possible futures.

Dr. Maka Eradze
Dr. Emanuele Bardone
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 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 1800 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.

Keywords

  • educational innovation
  • teacher education
  • teacher professional development
  • teacher agency
  • generative artificial intelligence

Published Papers (2 papers)

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Research

21 pages, 669 KiB  
Article
Designing Holistic and Multivoiced Online Learning: Higher Education Actors’ Pedagogical Decisions and Perspectives
by Vasiliki Papageorgiou, Edgar Meyer and Iro Ntonia
Educ. Sci. 2024, 14(5), 504; https://doi.org/10.3390/educsci14050504 - 8 May 2024
Viewed by 447
Abstract
Higher education has witnessed continuous growth in online learning, further catalysed by the COVID-19 pandemic. Moving forward, it is important to transition from remote teaching to sustainable, high-quality and mature online learning practices for impactful student learning. This paper presents the findings of [...] Read more.
Higher education has witnessed continuous growth in online learning, further catalysed by the COVID-19 pandemic. Moving forward, it is important to transition from remote teaching to sustainable, high-quality and mature online learning practices for impactful student learning. This paper presents the findings of a qualitative multiple case study research that investigated the pedagogical decisions and rationales of educators and digital learning professionals in deliberately designed online learning contexts. Data were collected through 31 interviews, observations and documents from seven interdisciplinary design teams across six UK universities over an extended period. Three themes were constructed to convey key research insights including: (1) embracing a multi-level view of student learning journeys, (2) embedding multiple and diverse ‘voices’ and (3) creating a complex web of social learning opportunities and ‘spaces’. The findings from this study offer a revitalised understanding of pedagogies suggesting holistic and multivoiced approaches to online learning. Findings pointed to the need for narrative-based approaches to online learning design, attention to purposeful hybrid learning spaces and an expansive view of educators’ role. The insights presented in this paper can be enlightening for educators, teaching teams, digital learning teams, academic developers, researchers and university leadership, opening up dialogue and new directions for online learning practices and research. Full article
(This article belongs to the Special Issue Technologies and Teacher Education: Situating Educators in Possible Futures and Postdigital Era)
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14 pages, 267 KiB  
Article
Implementation of Hybrid Education in Peruvian Public Universities: The Challenges
by Félix Colina-Ysea, Nathalí Pantigoso-Leython, Irene Abad-Lezama, Kriss Calla-Vásquez, Soledad Chávez-Campó, Fanny Miriam Sanabria-Boudri and Colbert Soto-Rivera
Educ. Sci. 2024, 14(4), 419; https://doi.org/10.3390/educsci14040419 - 17 Apr 2024
Viewed by 549
Abstract
Digital competencies and hybrid education have become fundamental tools to promote new learning styles in the context of higher education. The objective of the research was to evaluate the challenges that hybrid education creates with respect to the digital competencies of Peruvian university [...] Read more.
Digital competencies and hybrid education have become fundamental tools to promote new learning styles in the context of higher education. The objective of the research was to evaluate the challenges that hybrid education creates with respect to the digital competencies of Peruvian university teachers in times of uncertainty. The approach used was mixed in order to collect both numerical and qualitative data. The population and sample were composed of 189 teachers from three national universities. The techniques used were a survey for quantitative data and an interview for qualitative data. The instruments used were a questionnaire and an interview protocol. The results show that the challenges that universities in Peru must face are the recognition of their own potential, technical–technological capacity, interpretation of the felt needs, the formative development of human talent, and reflecting themselves as a dynamic node that responds to the changes in society. It was concluded that Peruvian universities must proactively address the challenges presented by hybrid education and the development of digital competencies to ensure a high quality education that prepares students for the world of today and the world of tomorrow. Full article
(This article belongs to the Special Issue Technologies and Teacher Education: Situating Educators in Possible Futures and Postdigital Era)
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