CALL FOR PAPERS: Teacher education for effective technology integration

Italian Journal of Educational Technology (IJET)

(formerly TD Tecnologie Didattiche)

VOL. 26, 1, 2018

Call for papers

 “Teacher education for effective technology integration”

Guest Editors

Marina De Rossi (University of Padova, Italy)

Charoula Angeli (University of Cyprus)


In 2006 the European Parliament declared that digital competence was to be considered one of the key competences that teachers should possess. This competence should be seen both in terms of knowledge in itself as well as in terms of technological and linguistic skills involved in a number of activities, ranging from the use and production of multimedia to the use of virtual environments. Digital competence has a number of different features: it is complex, bringing together different types of literacy and closely bound together with transversal competences; it is progressive, in that it presupposes that knowledge and skills are constantly developing; it is also plastic, in so far as it has to be adaptable to a number of very different situations.

Despite its composite nature, however, such a competence does not appear to be sufficient in itself to guarantee the productive integration of ICT for educational and training purposes. The literature in this field, in considering the crucial role of teachers in opening up new ways of envisaging schools, emphasizes that teachers should develop a new form of knowledge, and this knowledge is, for instance, encapsulated in the acronym TPCK (Technological Pedagogical Content Knowledge), in which knowledge of technology is combined with other fundamental forms of knowledge, namely those regarding pedagogy and teaching skills as well as specific subject-matter.

In addition to this, learning how to envisage the potentialities of ICT and how they might be used meaningfully in training contexts requires the ability and commitment to reflect on a number of important factors. First of all, there are the socio-political and cultural factors that are tied in with the integration of ICT in teaching. In this case, the focus of reflection needs to be on the teachers themselves and their own ways of thinking, on the characteristics of the specific person that might influence how they would accept to use technologies, and on their decision to integrate them in their teaching, leading up to the specific and targeted actions that they consciously devise and put into practice.

In other words, the process of integration of ICT has become a question of great importance in the initial and continuing training of teachers, just as it has in teaching itself, in that for all teachers it means setting up a conceptual framework that will help them create a system which will link together the principal variables, including those in the sphere of media and technology that contribute to guiding the way they teach.

The Italian Journal of Educational Technology invites researchers and experts in the field to send in contributions related to one or more of the following themes:

 - reflections on models and/or comparisons between training models for the integration of ICT in teacher training, potential and limits;

 - effectiveness of ICT integration in initial and continuing teacher training for the development of digital competence;

 - approaches and strategies for the development of the TPCK framework of future teachers and in-service teachers;

 - training paths aiming at the operative development of TPCK of future teachers and in-service teachers;

 - influence of personal features - for example beliefs, attitudes, trust – on how ICT is accepted and used.

It is possible to send your contributions in three forms:

-          Theoretical articles (about 6,500 words)

-          Research articles (about 6,500 words)

-          Review of the literature (about 6,500 words)

Proposed contributions should be submitted by 20 June 2017, by first registering as author on the journal website and indicating in the editor’s notes that the article is in response to this call for papers. The contributions should be laid out according to the guidelines for authors. All contributions will be assessed by two editors, using the double-blind revision system. The publication of the issued is planned for the spring of 2018.

For further information about the issue, contact;