Since 1993, a four-monthly journal on educational technology
The Italian Journal of Educational Technology (IJET) (formerly TD Tecnologie Didattiche) is a refereed, open-access journal that publishes theoretical perspectives, review articles, methodological developments, empirical research and best practice in the field of education and technology. The journal targets scholars and practitioners and welcomes contributions in English on any aspect of technology-enhanced learning in formal, non-formal and informal learning contexts, from early years through to technical, vocational and higher education, professional development and corporate training, in any subject domain.
All contents of the Italian Journal of Educational Technology (IJET) are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Readers have free online access to the contents of all issues of the journal.
Italian Journal of Educational Technology has been recognised as Classe A journal in the assessment carried out by ANVUR, the agency designated by Italy's Ministry of Education and Research for evaluating research institutions and scientific output. Keep reading in About.
Topics covered concerns any aspect of educational technology, including:
- Theoretical aspects of educational technology and technology-enhanced learning
- Innovative learning environments
- Open and online education
- Collaborative learning
- Design of learning environments
- Evaluation and assessment
- Mobile technologies and social media
- Game-based learning
- Formal, non-formal and informal learning
- Digital literacy
- Technology for inclusive learning
- Digital contents and educational resources
- Research methods in educational technology
- Policies for innovation in educational systems
PEER REVIEW POLICY
Manuscripts undergo a double-blind peer-review process involving at least two reviewers and the editor of each issue.
Vol 30 No 1 (2022): A pedagogy of care: Critical humanizing approaches to teaching and learning with technology
View All Issues
In this introduction to the special issue on “A pedagogy of care”, we, the special issue editors, share our own
critical approaches to humanizing teaching with technology in the past few years – going back to before
the pandemic – that led to the special issue. As the world “pivoted online”, and technology was taken for
granted as essential in education, we, along with critical scholars, pushed back against dominant assertions
about how central technology would be in teaching and learning contexts. Identifying the need to address
care in a time when neoliberalism has normalized the involvement of big tech in education, reflecting on the
pandemic, this issue includes seven articles (including this introduction) covering a range of national and
international perspectives on care, including critiques of digital technology; recognition of emotional labor;
connecting/curating resources for teachers; the importance of cultivating a sense of purpose; moving past
binary thinking; and linking care and equity. Across all seven articles, we focus on the act of caring–imagining
education as a process of love, community, and attention.