Interactive Technologies and Online Teacher Education

Dear Colleagues,

Online teacher education is rapidly becoming the norm in some contexts. The World Economic Forum (2022) stated that the upward trend in the growth of online education, accelerated by the pandemic, will continue rising. This has implications for teacher education, which has traditionally been taught face-to-face. How do interactive technologies—where teacher educators and pre-service teachers actively communicate and interact—engage those studying online? How do teacher educators use interactive technologies to enhance pre-service teachers’ online learning engagement? Are the technologies we use developing the necessary skills, understandings, and dispositions that contemporary teachers need? As online teacher education courses become more widely accepted, these questions and many more will need to be addressed to ensure that a) teacher educators are maximising their use of interactive technologies for teaching and learning, and b) pre-service teachers experience online teacher education that is engaging and prepares them well for contemporary educational challenges.

This Special Issue, entitled Interactive Technologies and Online Teacher Education, seeks contributions that further our understanding about how online pre-service teachers learn with, through and about interactive technologies. The Special Issue is primarily focused on initial teacher education, rather than continuing teacher education or in-service professional development. It is also focused on interactive technologies that are low-cost or free, easily accessible, and user-friendly. The aim is to collate a collection of research that can inform the practice of teacher educators in a range of contexts and settings.  

We encourage submissions that may include, but are not limited to:

• Reports of pedagogical applications of interactive technology;
• Research about pre-service teachers’ or teacher educators’ perspectives and experiences of interactive technologies;
• Innovations with interactive technologies in online teacher education;
• Theoretical perspectives on interactive technologies in online teacher education;
• Case studies highlighting successful implementations of interactive technology.

Dr. Eseta Tualaulelei
Dr. Seyum Getenet
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.

• pre-service/initial teacher education
• interactive technologies
• online teacher education
• teacher educators
• online learning

Title: AI literacy of pre-service teachers for autonomous learning

Abstract: The emergence and widespread availability of generative artificial intelligence (Gen-AI) to the public, which includes teacher educators, teachers and students, requires a broadening of digital competences and an increase in AI literacy. New training and learning models are emerging at the level of initial teacher education, whether face-to-face, distance or hybrid, and AI literacy can play an important role, especially with regard to autonomous and online learning. This article aims to analyse how preservice teachers’ AI literacy is being improved and how the use of these Gen-AI tools can contribute to autonomous learning, which will support lifelong learning. The aim is to conduct a literature review exploring the concept of AI literacy and the Autonomous Learner Model from a Social Cognitive Perspective. This will inform an exploratory questionnaire for initial teacher education students that collects data on the use of Gen-AI tools, their limitations and potential for the learning process, from their perspective. With this study we hope to gain a deeper insight into how these young adults – future teachers – use and perceive the new AI tools and their autonomous learning process as students in initial teacher education.

Title: Advancing Interactive Technologies in African Online Teacher Education: A Systematic Review (2014-2024)

Abstract: The integration of interactive technologies in higher education, particularly within teacher education programs, has emerged as a transformative force across the globe. In Africa, where educational systems face unique challenges and opportunities, these technologies offer promising avenues for enhancing teacher training and professional development. This systematic review aims to explore the evolution and impact of interactive technologies in online teacher education across Africa from 2014 to 2024.