Spring version of Advancing Education now available.
As we bring you the spring issue of Advancing Education, we invite you to
step into the lived realities of educational technology (edtech). Headlines often
promise transformation; however, experience can be more complex: What is
changing? What remains constant? And most importantly, how can we ensure
that change serves learners and educators alike? Our contributors to this issue
bring a wealth of insight, thinking not only about what technology can do but
also about what it should do.
This edition is structured around three connected themes: Changing Times,
Learning Innovations, and International Perspectives, each offering fresh insights
into the evolution of edtech in schools, universities, and beyond.
In Changing Times, contributors reflect on how we’re navigating the pace
and pressure of digital transformation. Marilyn Leask’s cartoons on AI and
hallucinations inject humour into serious concerns about misinformation, while
Alison Hramiak asks whether mobile technology in schools has reached a
tipping point. Arguably, she writes, we must begin rethinking where educational
responsibilities lie, especially as curriculum demands continue to grow. Others
propose new starting points; Mick Chesterman reimagines game-making as
pedagogy, blending retro-aesthetics with progressive learning design. And David
Longman captures the paradox of edtech’s evolution, reminding us that despite
new technologies, educational practice remains remarkably resistant to change.
Our second theme, Learning Innovations, showcases practices that don’t just
adopt new tools but also reshape pedagogy. Cristina Costa and Michaela Oliver
bring school and university students together to co-develop critical digital
literacies, while Emma Whewell, Helen Caldwell, Rob Howe, and colleagues
demonstrate how immersive technologies can connect learners with heritage in
transformative ways. Amanda Gummer and Elliot Warren’s discussion of AI and
childhood adds depth to the conversation about digital play and agency.
Daniel Mitelpunkt sparks a conversation about missed opportunities in the use
of educational media, suggesting that the transformational potential of media
forms is often overlooked in universities.
In International Perspectives, we hear from educators reimagining teacher
education in a global context. From eTwinning partnerships that develop
intercultural competencies to UNESCO-supported collaborations on digital
learning and AI, this theme highlights the power of international cooperation in
addressing shared challenges. Giulia Oliveira’s work in Brazil offers a powerful
case for practical, inclusive LEGO programming education, while Patrick
Jolomba’s case study from Botswana shows how virtual reality is transforming
clinical training in underserved regions.
Finally, our Practitioner Tips section offers grounded strategies for the here
and now. Sara Bruun introduces Trelson Focus Room, a digital environment
designed to reduce distractions and improve focus in K–12 settings. Sarah Earl
provocatively asks whether it’s time to embrace technology as a complementary
force in outdoor education. As these contributions show, innovation often
begins with a practitioner making a small shift that has potential for big impact.
Across all themes, a thread emerges about the context-sensitive integration
of educational technology and the importance of challenging assumptions
about pedagogy and practice to ensure that all can benefit. We hope this
edition provokes discussion, inspires experimentation, and above all, supports
educators navigating our changing times.
