International Journal of Digital Literacy and Digital Competence (IJDLDC)
(DOI: 10.4018/IJDLDC, ISSN: 1947-3494, EISSN: 1947-3508)
Special Issue on
“School revolution ? Let’s start from teachers’ digital literacy and competences !”
• Antonio Cartelli, University of Cassino
• Carlo Giovannella, University of Rome Tor Vergata
• Antonella Nuzzaci, University of L’Aquila
*** Deadline: October 30, 2015 ***
After the huge investments of the last decade on the development of learning technologies that didn’t succeed in being massively transferred within schools and other educational settings, decision makers and scholars started to realize that the bottleneck is largely determined by people and cultural settings: for example the teachers’ level of acceptance of the technologies as aids for the realization of higher quality educational processes. A level of acceptance that, surprisingly, is much lower than the corresponding one concerning technologies used daily to satisfy individuals’needs.
This special issue, therefore, intends to investigate in more detail the nature of the barriers that still prevent the acquisition of adequate digital literacy and competences by teachers. A precondition, this latter, needed to exploit at best the potentialities of the technologies that should be adopted, not because of the last wave, but rather to sharpen with educational and technical awareness the quality of the learning processes.
We welcome contributions offering original perspectives or describing case studies useful to answer at least one of the following questions:
• Under which pedagogical perspective should teachers’ acquire digital literacy and competences and use them daily into the schools, by going beyond the “do it yourself” attitude and embracing a systemic vision ?
• How teachers’ digital literacy needs to cross over and through other literacies and
account for cultural issues, social contexts and peculiarities of the knowledge domain under consideration ?
• Due to its continuous lagging behind the technology evolution, there is no established and shared definition of digital literacy. Are, therefore, the frameworks of reference developed to describe teachers’ digital competences (e.g. UNESCO 2011) still useful or need to be redefined ? How far can be used in a world where the formal learning is mixing more and more with informal and not formal ones ?
• How one can take advantage of the digital skills and competences that teachers usually acquire during their daily life – for example by using smart phones and social services – and transfer them into schools settings, practices and processes ?
• How decision makers will effectively take care of the training needs of educators and support the acquisition of adequate technological, methodological and managerial skills ?
• How teacher’s individual digital literacy and competences interplay with the e-maturity level of the bodies in which s/he operates (schools and learning eco-systems at large) and, more in general, may influence their transformation ?
Submission procedure and Authors’ guidelines
Only original and previously unpublished articles will be considered.
INTERESTED AUTHORS MUST CONSULT THE JOURNAL’S GUIDELINES FOR MANUSCRIPT SUBMISSIONS at
http://www.igi-global.com/journals/guidelines-for-submission.aspx PRIOR TO SUBMISSION.
All article submissions will be forwarded to at least 3 members of the
Editorial Review Board of the journal for double-blind, peer review.
Final decision regarding acceptance/revision/rejection will be based on
the reviews received from the reviewers. All submissions must be
All manuscript submissions to IJDLDC should be sent through the online
For scientific advices and for any query please contact the guest-editors: