Guest Editor: Prof. Vanessa P. Dennen, College of Education, Florida State University
The international journal of Technology, Instruction, Cognition and Learning is glad to announce a special issue on Digital Pedagogies and Theories of Learning & Instruction. This special issue is now seeking for submissions.
Digital learning environments may have the potential to dramatically change the ways students – and people, in general – learn, and the ways teachers and instructors teach. An iterative learning process occurs when new digital learning environments and pedagogical activities are designed and implemented: educators use what they already know about learning to informs their approach to using new digital technologies, and in turn their use of new digital technologies expands and refines their understanding of how people learn.
Technology, Instruction, Cognition and Learning (TICL) is a journal primarily interested in issues in the intersection point of these four disciplines; its vision is to improve interdisciplinary communication and to promote scientific dialogue on fundamental issues and technological developments having important implications for future advances.
An extraordinary amount of research has been conducted on the use of digital technologies to support learning, whether in formal or informal settings. The purpose of this issue is to promote a discussion of how digital learning environments have helped us better understand (or modify) theories of learning, how data from such environments illuminate “old” theories in a new light, and the main questions that digital learning platforms have raised regarding learning. We welcome manuscripts that present the need for newly developed learning theories (claiming the “old” ones might not be relevant to learning in the digital era) as well as papers that argue (and support their argument) that the very notion of learning has not been changed despite the wide presentation of digital technology. Ideally, papers submitted to this special issue will bridge between current trends in digital learning technologies and traditional, well-established learning theories, with the former strengthening our understanding of the latter.
Topics of interest
This special issue seeks manuscripts that address the relationship between digital learning environments and learning theories across broad and diverse contexts. We welcome manuscripts focused on digital learning in any subject matter area, for any age group, and across learning settings (formal, informal, non-formal, lifelong learning).
October 1, 2016 – Submission of abstracts (up to 500 words)
November 1, 2016 – Authors’ notification (abstracts)
February 15, 2017 – Submission of full papers (see TICL submission guidelines for format)
April 15, 2017 – Authors’ notification (full papers)
August 2017 (expected) – Special issue publication
Please send all submissions and enqueries to the Guest Editor by e-mail.