Italian Journal of Educational Technology - Cover pages

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

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.

Facets of Data Literacy: Advancing the field through interdisciplinary lenses

2022-05-31

 Special issue on
Facets of Data Literacy: advancing the field through interdisciplinary lenses

Guest Editors
Davide Taibi, Juliana Elisa Raffaghelli, Manuel León-Urrutia

Contributors should make their submissions by September 15th, 2022, through the journal website, after registering as an author. Upon submission, please mention this call for papers in the field “Comments for the editors”. Papers should be in English and formatted according to the author guidelines. All contributions are subject to a double blind peer review process. Publication is expected in July 2023.

Special issue on Children's Learning with Digital Technologies

2022-03-21

Contributors should make their submissions by June 15, 2022 (extended deadline), through the journal website, after registering as an author. Upon submission, please mention this call for papers in the field “Comments for the editors”. Papers should be in English and formatted according to the author guidelines. All contributions are subject to a double blind peer review process. Publication is expected in Spring 2023.

Open-ended Call for Papers: Educational Technology

2017-12-20

This is an open-ended call for papers for future general issues on Educational Technology. The journal accepts contributions in English on original ideas, practice and innovative models for technology enhanced learning in relation to educational contexts, contents and technologies of all kinds.

Vol 30 No 1 (2022): A pedagogy of care: Critical humanizing approaches to teaching and learning with technology

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.

Published: 2022-05-31

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