Teacher Education and Technology: Advancements in the Use of Data and Artificial Intelligence
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".
Deadline for manuscript submissions: 15 December 2024 | Viewed by 1203
Special Issue Editors
Interests: educational technology; teacher education; learning & teaching analytics; pedagogical, conversational agents; digital education
Interests: computer-supported collaborative learning; synchronous hybrid education; teacher orchestration load and teacher supporting tools; artificial intelligence and analytics in education; learning design
Special Issue Information
Dear Colleagues,
The introduction of emerging technologies (e.g., generative artificial intelligence tools, teacher-facing dashboards) in teacher education has evolved during the last years. Therefore, it is becoming essential to equip pre- and in-service teachers with the necessary skills and knowledge they need to teach successfully and work effectively in the new digital era (Fernández-Batanero et al., 2022). The recent advancements in learning analytics and artificial intelligence have been discussed in several domains but their application in teacher education is still in its infancy (Salas-Pilco, Xiao & Hu, 2022). Further research is needed to shed light on the development of teachers’ beliefs, knowledge, and skills to effectively incorporate novel data-driven intelligent technologies for teaching and learning. This special issue focuses on the use of data and artificial intelligence by pre- and in-service teachers as emerging technologies in teacher education. The special issue encourages submissions on theoretical frameworks and empirical studies that will advance teacher education and technology.
Particularly, this Special Issue's call for papers addresses topics in teacher education including, but not limited to, the following:
- Teachers’ technology use in and out of the classroom (e.g., for lesson preparation)
- Teacher-facing dashboards
- (Generative) AI for teaching and learning
- Learning analytics for teaching and learning
- Teachers' data literacy
- Teachers' AI literacy
- Teacher beliefs, knowledge, and skills in the use of data and trust on AI technologies
- Contextual and school-related factors influencing the use of AI or learning analytics
- Teacher professional development programs to improve data or AI literacy
References
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513-531.
Salas-Pilco, S. Z., Xiao, K., & Hu, X. (2022). Artificial intelligence and learning analytics in teacher education: A systematic review. Education Sciences, 12(8), 569.
Dr. Konstantinos Michos
Dr. Ishari Amarasinghe
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
- teacher education
- technology
- learning analytics
- artificial intelligence
- teacher beliefs
- skills
- schools
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