Italian Journal of Educational Technology <h2>Since 1993, a four-monthly journal on educational technology</h2> <p>The<strong> Italian Journal of Educational Technology (IJET) </strong>(formerly <strong>TD Tecnologie Didattiche</strong>) 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.</p> <p>All contents of the Italian Journal of Educational Technology (IJET) are licensed under a <a href="" target="_blank" rel="license noopener">Creative Commons Attribution-NonCommercial 4.0 International License</a>. Readers have free online access to the contents of all issues of the journal.</p> <p><a href="" rel="license"><img title="Creative Commons Attribution-NonCommercial 4.0 International License" src="" alt=""></a></p> <p>Italian Journal of Educational Technology has been recognised as Classe A journal in the assessment carried out by&nbsp;<a href="" target="_blank" rel="noopener">ANVUR</a>, the agency designated by Italy's Ministry of Education and Research for evaluating research institutions and scientific output.&nbsp; <a href="/about" target="_blank" rel="noopener">Keep reading in About</a>.</p> <h3>TOPICS</h3> <p>Topics covered concerns any aspect of educational technology, including:</p> <ul> <li>Theoretical aspects of educational technology and technology-enhanced learning</li> <li>Innovative learning environments</li> <li>Open and online education</li> <li>Collaborative learning</li> <li>Design of learning environments</li> <li>Evaluation and assessment</li> <li>Mobile technologies and social media</li> <li>Game-based learning</li> <li>Formal, non-formal and informal learning</li> <li>Digital literacy</li> <li>Technology for inclusive learning</li> <li>Digital contents and educational resources</li> <li>Research methods in educational technology</li> <li>Policies for innovation in educational systems</li> </ul> <h3>PEER REVIEW POLICY</h3> <p>Manuscripts undergo a double-blind peer-review process involving at least two reviewers and the editor of each issue.</p> Edizioni Menabò - Menabò srl en-US Italian Journal of Educational Technology 2532-4632 <p><span>Authors who publish with this journal agree to the following terms:</span></p><ol><li><span>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under </span>a <a href="" rel="license">Creative Commons Attribution-NonCommercial 4.0 International License</a>.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="" target="_blank">The Effect of Open Access</a>)</li></ol> Davide Taibi, senior researcher at the ITD (CNR), has joined the editorial team as co-editor of the Italian Journal of Educational Technology <p>Davide Taibi, senior researcher at the Institute for Educational Technology (CNR), has joined the editorial team as co-editor of the Italian Journal of Educational Technology</p> Donatella Persico Francesca Pozzi Davide Taibi ##submission.copyrightStatement## 2022-08-11 2022-08-11 30 1 3 3 10.17471/2499-4324/1296 EDITORIAL. A PEDAGOGY OF CARE: CRITICAL HUMANIZING APPROACHES TO TEACHING AND LEARNING WITH TECHNOLOGY <p class="IJETNNormal"><span lang="EN-GB">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 “<span class="IJETPItalic">pivoted online</span>”, 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. </span></p> Benjamin Gleason Rohit Mehta ##submission.copyrightStatement## 2022-04-23 2022-04-23 30 1 4 17 10.17471/2499-4324/1278 CARE AMID AMBIGUITY OR, MORE APPROPRIATELY, A PLEA TO GO OLD SCHOOL WITH THE NEW TOOLS <p>The following is a reflection on my experience with my students as we underwent the transition to virtual classes in the pandemic of 2020-2021. It highlights some of the problems related to reproductive labor and explores the absurd within beliefs about ‘technological efficiency’ and the discourse surrounding ‘synchronous and asynchronous’ instruction. It concludes with a realignment of philosophical and pedagogical aims under such conditions and calls on educators to rethink virtual teaching practices so they might help students embrace 3-dimensional, tangible learning activities that can be done without a screen and in their physical environment.</p> Becky L. Noël Smith ##submission.copyrightStatement## 2022-04-06 2022-04-06 30 1 18 29 10.17471/2499-4324/1242 “YOU MAKE YOURSELF ENTIRELY AVAILABLE”: EMOTIONAL LABOUR IN A CARING APPROACH TO ONLINE TEACHING <p>This study examines the challenges experienced, and the pedagogy adopted, by university teachers as they transferred their teaching online during the Covid-19 pandemic. Thematic analysis of survey and interview data show that teachers engaged regularly in emotional support of students, and a pedagogy of care was discernible in the ways teachers described seeking out signals that the students’ needs were being met online. However, technology mediated communication made this more difficult in online teaching than face-to-face, increasing teachers’ emotional labour. Teachers’ efforts to achieve interaction with, and feedback from, students to inform their teaching approach, incurred a heavy burden of emotional labour that is insufficiently recognised or rewarded. This study has implications for the debate around the justification of equivalent fees for online teaching, since it reveals more emotional labour is involved. Universities risk burnout of experienced educators unless the emotional labour in online teaching is acknowledged and supported. Moreover, since emotional labour is often borne by the least privileged sections of the university workforce, this study uncovers uncomfortable questions about the persistence of systemic problems causing staff inequalities that cannot afford to be ignored.</p> Eileen Kennedy Martin Oliver Allison Littlejohn ##submission.copyrightStatement## 2022-04-15 2022-04-15 30 1 30 48 10.17471/2499-4324/1237 CONNECTING VOCABULARIES: DESIGNING HUMANIZING APPROACHES TO RESOURCE CURATION <p>In May 2020, the Cleveland Teaching Collaborative (CTC) was created as a digital hub for educators to come together to both reflect on and learn from their individual and collective experiences as instructors during the COVID-19 pandemic. One of the three core components of this hub is the CTC Resource Referatory. The creators of the CTC saw the curation of educational resources as a way to contextualize educator experiences and respond to instructor needs from a place of collective care during the COVID-19 pandemic. Given the CTC’s focus on pedagogies of care and humanizing instructional practice, the curation of the growing number of educational resources that emerged from the CTC’s efforts reveals the limits of longstanding library cataloguing practices that are grounded in controlled vocabularies. The constraints of some of the most commonly used cataloguing practices became a productive tension for the CTC designers and collaborators who were committed to developing a referatory centered around humanizing pedagogies and collective knowledge generation.</p> Mary Frances Buckley-Marudas Shelley E. Rose ##submission.copyrightStatement## 2022-04-14 2022-04-14 30 1 49 64 10.17471/2499-4324/1244 A FRAMEWORK FOR CULTIVATING PURPOSE AS A PEDAGOGY OF CARE <p>The goal of this paper was to instigate a discussion on cultivating students’ sense of purpose as a critical humanizing practice that educators must strive to achieve. In this brief provocation, we presented a framework for cultivating purpose as a pedagogy of care that included five pedagogical processes: exploration, engagement, reflection, articulation, and actualization. We also outlined specific learning activities that educators can implement within technology-driven classrooms. In future, more studies are needed to evaluate the effectiveness of the proposed pedagogical processes in strengthening students’ wellness, academic, and career outcomes in the context of their life’s purpose.</p> Gitima Sharma Mariya A. Yukhymenko-Lescroart ##submission.copyrightStatement## 2022-02-09 2022-02-09 30 1 65 74 10.17471/2499-4324/1234 A CONCEPTUAL MODEL FOR PEDAGOGIES OF CARE IN ONLINE LEARNING ENVIRONMENTS <p>This article discusses the importance of pedagogy of care designed for online teaching and learning settings. We offer a model for care in online education built on theoretical foundations, including Jerome Bruner’s (1996) work on folk pedagogies. Through the lens of Bruner’s folk pedagogies, there are new possibilities for developing folk pedagogies designed for care in online spaces. Threading this with experiential learning, humanistic psychology, and theory about technologies, we identify tensions within human-technological intersections, including the intersections of agency between human and machine. While such tensions are important to identify, there is also a need to move beyond the tensions and the implied binary between the human and the technological to envision new assemblages and creative possibilities that afford care and allow for student&nbsp;agency. Stemming from this model, we offer practical implications for educators and researchers towards a human-centered pedagogy of care for online learning pointing to technological futures.</p> Danah Henriksen Edwin Creely Natalie Gruber ##submission.copyrightStatement## 2022-04-14 2022-04-14 30 1 75 91 10.17471/2499-4324/1238 THE EQUITY-CARE MATRIX: THEORY AND PRACTICE <p>The Equity-Care Matrix stems from preparation for a joint keynote at the OpenEd20 conference. In crowdsourcing this question - "What is EQUITY without CARE? What is CARE without EQUITY?" (Bali, 2020a) - we illuminated the convergence and divergence of these two concepts. This article describes the development of our matrix, explores its implications with vignettes to contextualize the equity/care nexus in educational technology, and demonstrate the failure of one without the other. We highlight systemic injustice and how policies and platforms can reproduce inequality by weaponizing care. The problem of “partial care” illustrates how attempts at providing care can only be band-aids at best, and harmful at worst, without systemic justice. Similarly, “contractual equity” showcases policies meant to redress injustice which fail by remaining performative because those involved do not internalize the values that drive equity. Finally, we highlight the need to cultivate cultures that value and reward care and equity and suggest that “socially just care” is everyone’s responsibility.</p> Maha Bali Mia Zamora ##submission.copyrightStatement## 2022-04-04 2022-04-04 30 1 92 115 10.17471/2499-4324/1241 LIST OF 2021 REVIEWERS Caterina Roseo ##submission.copyrightStatement## 2022-08-11 2022-08-11 30 1 116 116 10.17471/2499-4324/1297