Submit a Manuscript to the Journal
Pedagogies: An International Journal
For a Special Issue on
31 August 2022
31 March 2023
The integration of computers into classrooms has been evolving with the invention of personal computers and over the past few decades, we have witnessed the use of various technologies in education, such as augmented reality, virtual reality, networked computers, mobile technologies, and artificial intelligence. Yet, debates and skepticism on the use of digital technologies for learning persist. On one hand, we have advocates who hold that digital technologies will enable new structures of knowledge and new ways of knowing (Kelly, 2010). On the other hand, critiques are rife about how institutions adopt technologies for teaching and learning (Michaelson, 2011). Research has shown the transformative power of technologies for learning, but also revealed studies on technologies failing to live up to expectation. One critical issue in employing technologies for teaching is the need to better understand digital pedagogy because research on teaching with technologies has focused a lot on students, more attention could be directed to the instructors (Coker, 2018).
Digital pedagogy is still an emerging field of study (Baldiņš, 2016) with varying definitions, including e-learning pedagogy (Mehanna, 2004) and the use of electronic means to enhance learning experience (Croxal, 2012). Various terms, including e-pedagogy, digital pedagogy, and online pedagogy, have also been used. A broad and inclusive definition of digital pedagogy is that it aims to achieve effective teaching by appropriately leveraging the affordances of digital technologies (Tan & Subramaniam, 2009), or more simply, the “pedagogical use of digital technologies” (Väätäjä & Ruokamo, 2021). Research focusing on digital pedagogy has found that teachers’ philosophy, purpose and pedagogy are related to the teachers’ and students’ online dialogic interaction patterns (Coker, 2018). However, the imbalance between technology and pedagogy could lead to the unrealized potential of e-learning (Hammad et al., 2020).
To harness the full potential of digital technologies for teaching requires a nuanced understanding of related issues, such as: What theories and principles underpin the transformative use of digital technologies in teaching and learning? How can digital pedagogy benefit diverse learners, including K-12 learners, higher education students, adult learners and learners with special needs? How do we develop digital pedagogy given the continuous emergence of technologies? What are the social, ethical, and epistemic considerations for digital pedagogy? How do we improve teachers’ repertoire of digital pedagogy? How could teachers leverage the affordances of digital technologies to benefit instructors and learners (Conole & Dyke, 2004)? How do learners respond to the intended use of affordances of technologies (Conole & Dyke, 2004)? What are the pedagogical considerations when developing an e-learning environment for students (Hole et al., 2010)? With this special issue, we aim to contribute to a deeper understanding of digital pedagogy based on both empirical studies and philosophical discussions.
We invite scholars researching in the area of digital pedagogy and interested to be part of this Special Issue to submit a 200-word abstract, alongside brief CVs of the proposed authors, to [email protected].
Abstracts should address the broad set of questions that were listed above, and should be related to the following set of themes:
- Developing digital pedagogy with emerging technologies
- Studies on the effectiveness of digital pedagogy
- Philosophical discussions on digital pedagogy
- The affordances of digital technologies and pedagogical transformation
- Digital pedagogy for diverse learners
- Theories and principles underpinning digital pedagogy
- Social, ethical, and epistemic considerations for digital pedagogy
- Improving teachers’ pedagogy with digital technologies
- Abstract deadline: 31 August 2022
- Submission of papers: By 31 March 2023
- First round of review: Apr 2023
- First round of revision: Jun 2023
- Submission of revised papers: Aug 2023
- Second round of review: Sep 2023
- Second round of revision: Oct 2023
- Acceptance notification: Dec 2023
- Final proof-reading and editorial: Jan – Feb 2024
- Publication: Mar 2024
Please remember to select “Special Issue” when submitting your full manuscript to ScholarOne.
View the latest tweets from EducationArena