Submission deadline: November 9, 2020
Publication: March/April 2021
Technology and education have always followed intersecting paths, with education supporting students learning about technology and new technology supporting educators improving the educational experience. The technological advances have dramatically influenced options for education, introducing the ability for remote, media-rich, enhanced, ubiquitous training and testing. Technology advances have also changed the way educators interact with students. The 21 st century will continue to improve these capabilities through improved electronic material, new tools, and challenges. The interconnected world of humans, objects and service, artificial intelligence, distributed/edge computing, and blockchain are among some of the technological domains that will affect education. As a result, there is a need for new, innovative methodologies and paradigms to be developed to use technology to manage and enhance the teaching and learning experience.
Recognizing the importance of this and the corresponding potential benefits to teaching and learning, this special issue of IT Professional is seeking submissions on the way information and communication technologies (ICT) can be used for supporting the next generation of education, and how education on emerging ICT can be offered in a connected, multicultural, and multi-dimensional world. We seek high-quality contributions from industry, government, business, and academia that present recent and emerging advances in these technologies, prospects for incorporating new concepts into actual product and services, and their potential impact on information technology and its application. Visionary papers describing the future of education, supported and transformed through ICT, are welcome. Topics of interest include, but are not limited to, the following:
- Use of mobile, ubiquitous, virtual, and cloud computing in education
- Networking, virtual, and cloud computing
- Open source, standards, and federated learning systems
- Learning analytics, data mining, and web mining in education
- Learning systems, platforms, and architectures
- Semantic web and ontologies for learning systems
- Assessment theories and goal-driven learning methodologies
- Lifelong learning and environments fostering innovation and entrepreneurship
- Technology-enhanced learning, methodologies, and learning environments
- Machine learning and AI supported education and training
- Diversity, accessibility, and inclusiveness and globalization issues for education
- Use cases for innovative learning techniques, including competitions and laboratories
- Serious games, gamification, and collaborative learning
- Cyber-physical systems in education
- Use of mixed realities in supporting education and training
Only submissions that describe previously unpublished, original, state-of-the-art research and that are not currently under review by a conference or another publication will be considered. Extended versions of conference papers must be at least 30 percent different from the original conference works. Feature articles should be no longer than 4,200 words and have no more than 20 references (with tables and figures counting as 300 words each). For author guidelines, see our peer review page. All manuscripts must be submitted to ScholarOne Manuscripts by the deadline in order to be considered. Submissions are subject to peer review on both technical merit and relevance to IT Pro’s readership. Articles should be understandable by a broad audience of computer science and engineering professionals, avoiding unnecessary theory, mathematics, jargon, or abstract concepts. Figures and tables should be placed in the appropriate location within the template, ideally in files that are 300 dpi or higher using the dimensions defined in the document template.
Please direct any correspondence before submission to the guest editors at firstname.lastname@example.org.
- Sorel Reisman (President Emeritus, IEEE Computer Society)
- Charalampos Z. Patrikakis (University of West Attica)
- Linda Wilbanks (Towson University)