Sustainable Technology-Enhanced Education: Learning Processes, Technologies and Environments
A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".
Deadline for manuscript submissions: closed (15 September 2021) | Viewed by 5889
Special Issue Editors
Interests: Åke’s research concerns the use of digital technologies in various human activities. The common denominator involved in all projects is the desire to understand how people relate to technology in their work, their organizations, and their activities in private life, and how technology can be used for improvement. In particular, a focus is on the fields of education and e-government.
Interests: learning analytics in higher education; the application of mobile technology (in language learning) in education; mobile learning analytics; the integration of formal and informal learning environments; design for learning; self-regulated learning; computer-assisted collaborative learning; digital and data literacy
Special Issue Information
Dear colleagues,
Digital technologies are increasingly used in education, and increasingly such technologies are becoming “smarter” in the sense that they are becoming more autonomous. These technologies include various techniques and tools that can be used for mapping and to understand and raise awareness of the learning process, progress, and problems. Digital technologies do this by collecting and presenting data, such as in the form of learner- or teacher-facing dashboards, but also by engaging in formative communication with learners based on analysis of learner and teacher activity.
Digital technologies engage actively and interactively in both learning processes and teaching practices. Sometimes this engagement is direct in order to better understand and support the learning process, for example by fostering students’ self-regulated learning or collaborative learning skills. Other times this engagement indirect by providing teachers with learning or teaching analytics, so as to help them direct their personal engagement with students’ work more accurately.
One overall goal in this field is the optimization of student learning and the settings in which it occurs. Another goal is helping teachers make the biggest possible impact on student learning, both quantitatively and qualitatively.
Access to teachers is limited in many places. One of the UN sustainability goals is for all girls and boys to complete primary and secondary education by 2030. A lack of teachers is a challenge in many developing countries. In this context, smart learning technologies can provide ways for more people to access education. Meanwhile, in developed countries, teaching and learning practices could become more effective with support from technologies that can provide better conditions for student learning, for example providing more adaptive learning paths and more personalized learning across formal and informal learning environments.
In order to be sustainable for these purposes, these digital technologies need to be pedagogical in nature, socially competent, and affordable.
This Special Issue will outline key issues and barriers involved with engaging technology directly in teaching and learning processes, providing interesting examples.
We seek contributions presenting, analyzing, and evaluating sustainable, innovative, and scalable pedagogical practices using smart technology. We welcome both empirical and theoretical contributions. Topics of interest include:
- Technology-enhanced learning environments;
- Issues related to maintaining sustainability in education in the context of rapidly developing technologies;
- Evaluations of smart-technology-enhanced learning scenarios in educational settings;
- Novel methodological approaches to facilitating the digital transformation of schools with smart technologies;
- General sustainability aspects, such as student privacy and ethics, when using “smart” technologies in education;
- Design and evaluation of smart-technology-assisted support mechanisms for teachers and students.
Prof. Åke Grönlund
Dr. Olga Viberg
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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
- smart technologies
- sustainability
- education
- learning analytics
- teaching analytics
- digitalization
