Over the last decade, the advancement of mobile and ubiquitous technologies has greatly influenced all aspects of our life. The landscape of education has also changed significantly with the integration of various types of technologies, creating a new space for learners to share, build and create knowledge beyond formal learning contexts. Despite great enthusiasm towards the potential of emerging technologies for transforming learning environments, however, there has been a great disparity between the rhetoric and the reality of practices. Indeed, transforming a learning environment with technology is a complex process that inherently carries a plethora of complex issues and unforeseen variables.
This special issue intends to provoke our thinking about the fundamental role of technologies toward transforming learning environments, focusing on both reflections and future research directions. We believe that it is now opportune to reflect on what researchers have achieved and found about the role of technology for transforming learning practices in various contexts. The field of technology-transformed learning has constantly experienced some tension between technology and pedagogy. When considering how the field may progress to shape future learning environments, it is important to reflect on the current status of research findings and to articulate our lessons learned from the research trajectory.
The aim of this issue is to provide a forum where researchers around the world can share knowledge, experiences and concerns related to technology-transformed learning, and further explore directions for a future research agenda. We encourage authors to provide critical reflections on their research experiences and to articulate directions for future research that are important for the research community to pursue collaboratively. We welcome both evidence-based research and critical review/conceptual papers.
This special issue calls for papers from two tracks:
- Track 1: Authors of selected outstanding papers published at the pre-conference workshop on the same theme at the International Conference on Computers in Education (ICCE) 2014 will be invited to submit a revised and expanded version of their papers to this special issue.
- Track 2: In addition, this special issue is open to any interested researchers to submit their work. For this case, authors are required to submit a proposal of 300-500 words, outlining the content of the proposed paper (with paper title and authors' names/affiliations) to email@example.com by 16 November, 2014. The Guest Editors will review and identify synopses that would be suitable to be submitted as full papers for this special issue.
Suitable topics include, but are not limited to, the following:
- Formal and informal learning processes with mobile technologies
- Lifelong and lifewide learning in a ubiquitous learning environment
- Design, implementation and evaluation of mobile learning applications
- Innovative learning design integrating emerging types of technologies (e.g. sensor/gesture technologies, data mining, augmented reality, etc.)
- Empirical study on mobile technologies to enhance 21st century skills
- National policies on technology-transformed learning
- Successful examples of large-scale implementation of technology-transformed learning
- A critical review of challenges and future directions of technology-transformed learning
Submission of proposal: 16 November, 2014
Notification of proposal acceptance: 30 November, 2014
Submission of manuscripts: 16 February, 2015
Notification of paper acceptance: 31 March, 2015
Final versions due: 30 April, 2015