Covid-19 and the role of technology and pedagogy on school education during a pandemic

Helen Caldwell

Helen Caldwell

TPEA Journal call for papers. The spread of Covid-19 pandemic has resulted in schools closing and a global increase in technological solutions to enable children and young people to continue learning. This has highlighted and maybe changed the role of technology in education. This special issue of the TPEA journal will examine how different jurisdictions responded and what we can learn about the role of technology in education.

The spread of Covid-19 pandemic has resulted in schools closing and a global increase in technological solutions to enable children and young people to continue learning. This has highlighted and maybe changed the role of technology in education. This special issue will examine how different jurisdictions responded and what we can learn about the role of technology in education. We are calling for papers that examine:

  • The level of technology integration or infusion in schools prior to the pandemic, this can be explored in terms of whether digital technology has been introduced, integrated or infused into education policies and practices (see Hohlfeld et al., 2017; Starkey, 2020). This may include teacher readiness, Internet infrastructure, level of access to laptops, online tools, resources and assessments, and level of integration into everyday teaching and learning practices.
  • Local or national response to Covid-19, including the role of digital technology and pedagogical approaches.
  • A critique of the context, for example, what enabled students to continue to learn, what enabled teachers to change their design for learning and pedagogy (Prestridge et al., 2019), what restricted education, who was advantaged and who was disadvantaged?
  • What was learnt about technology, pedagogy and education from a research, practice or policy perspective and the implications for the future of schooling?

Papers may focus on individual schools, regions or nations. A range of theoretical frameworks are appropriate for this type of paper.

Abstracts of up to 200 words should include the context being examined, theoretical framework, and research approach.

  • Abstracts should be submitted to: louise.starkey@vuw.ac.nz by Friday 17 April 2020.
  • Authors will be notified of acceptance by Friday 1 May 2020.
  • Full papers due to Technology, Pedagogy and Education by Friday 31 July 2020.

Follow this link for guidance on how to submit a paper:

Technology Pedagogy and Education: Covid-19 and the role of technology and pedagogy on school education during a pandemic

References

Hohlfeld, T. N., Ritzhaupt, A. D., Dawson, K., & Wilson, M. L. (2017). An examination of seven years of technology integration in Florida schools: Through the lens of the Levels of Digital Divide in Schools. Computers & Education113, 135–161.

Goldstein, O., & Shonfeld, M. (2017) Development of technological-pedagogic innovation of lecturers at colleges of education: The unending challenge. Dapim, 66, 105–132. [In Hebrew]

Prestridge, S., Tondeur, J., Ottenbreit-Leftwich, A. (2019) Insights from ICT expert teachers about the design of educational practice: The learning opportunities of social media. Technology, Pedagogy and Education, 28(2), 157–172.

Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education50(1), 37–56.