Advancing Education: A New Chapter!

Advancing Education is a new publication that sees Naace join with TPEA to produce a journal with wider reach and more perspectives on all things educational technology. We welcome two new Co Editors, Dr Emma Whewell and Dr Helen Caldwell.

Welcome to the Autumn issue of Advancing Education, where we explore perspectives on integrating technology in education through art and AI, collaboration in computing, and inclusion. In this edition, TPEA have joined Naace members to share our professional knowledge and expertise with a wider readership base.
The field of edtech continues to evolve apace, driven by advancements in artificial intelligence, interactive media, and digital collaboration tools. This issue reflects our commitment to engaging critically with how digital innovations are shaping contemporary education.

This edition features three themes. The first theme is Art and AI, where our authors explore the affordances and challenges associated with AI. Our second theme, computing collaborations, explores the ways in which computing can build relationships through communities of practice, the role of collaboration in learning to teach computing, and shares the voices of the next generation of computing educators. Finally, we have the theme of inclusion. This theme features articles that discuss equality, access, and digital literacy. It finishes with a reflective piece of poetry musing upon the children COVID-19 impacted the most and whose voices are still not heard in a meaningful way.

The issue brings together voices from a range of disciplines. Jane Mills’ exploration of generative AI in fashion education shows how digital tools can enhance creativity and equip students with skills for future industry challenges. With a similar focus on future employability, Elizabeth Hidson’s article on PGCE trainees’ use of edtech highlights how it can offer new pedagogical approaches for classroom challenges such as assessment, gamification, and behaviour management, calling for more structured edtech policies in teacher training.

The collection goes on to address topics such as social media literacy and digital accessibility. Caroline Haythornthwaite’s article invites us to reconsider what it means to engage ethically in online spaces. Ann Marcus-Quinn and Jamie Sullivan examine the role of accessibility statements on school websites in Ireland, highlighting our shared responsibility for inclusivity.

Other aspects of edtech explored in this issue include the benefits and challenges of using XR tools in teaching and learning and approaches to teaching algorithmic and computational skills with young pupils in primary schools.

We hope you find our contributors’ insights inspiring and that they spark ideas on how we can collectively shape a responsible and resilient education system.
We would like to thank the team of illustrators, copy writers, and contributors for their hard work and dedication to producing this edition.

Happy reading!
Helen, Emma, and Christina