Guest Editors
Francesca Dagnino, National Research Council of Italy, Institute for Educational Technology
Hanne Pedersen, VIA University College

Technologies populate people’s lives and the environment in which children learn from their birth, hence they play a role in how learning happens in ‘natural’ contexts (incidental learning) as well as in formal educational contexts. Children’s immersion in this technologically enriched environment can be viewed both as an opportunity and as an aspect of concern about potential consequences. Integrating ICTs in childhood education (CE) can be considered an added value for the development of technological and digital literacy, including skills considered essential for the twenty-first century. This integration should be guided by pedagogical reflection to make it effective and informed for the purposes, practices, and contexts of childhood education, especially in early stages. The Italian Journal of Educational Technology (IJET) intends to attract contributions and theoretical articles about technology integration into education, policy, curriculum, and practice for children within the age range between 3 and 10. Contributions about early childhood (EC) are particularly welcome in the light of UNESCO’s recognition of its importance: ‘Early childhood care and education (ECCE) is more than preparation for primary school. It aims at the holistic development of a child’s social, emotional, cognitive, and physical needs in order to build a solid and broad foundation for lifelong learning and wellbeing.’

We invite researchers and practitioners to submit contributions on one or more of the topics outlined below:

  • Learning with technologies in childhood
  • Educational technologies in childhood
  • Potential benefits and/or pitfalls of the use of technologies in CE
  • Design and implementation of technology-enhanced interventions in CE
  • Effective Classroom Practices Involving ICTs
  • ICTs for the development of transversal skills in CE
  • ICTs for the development of specific abilities in CE
  • Teachers’ professional development on ICTs in CE
  • Inclusion of girls and/or children from social minorities in ICTs in CE

Contributions of the following types are welcomed:

  • Theoretical articles (about 6,500 words)
  • Research articles (about 6,500 words)
  • Reviews of the literature (about 6,500 words)

Contributors should make their submissions by  June 15th, 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.

For further information about this special issue, please contact