Studies in Technology Enhanced Learning (ISSN 2753-2380) is a peer-reviewed, open-access journal intended as a vehicle for publishing works of empirical investigation, critical commentary, and scholarly review in technology enhanced learning research. The journal aims to provide a lively forum for debate and reflection on a wide range of issues connected with technology enhanced learning in disparate settings. We aim to allow for a range of conversations that often occur “under the radar” in the field (including in conference discussions and seminars) to be made explicit and therefore opened up to reflection and contribution by a wider range of people.

For a brief summary of the journal’s ethos please see the Aims and Scope summary. For a more detailed reflection on the motivation behind the project, please see the inaugural editorial.

Studies in Technology Enhanced Learning is edited by Brett Bligh and Kyungmee Lee.

Recent news

• Activity theory issue being launched! Expect two articles per week as we release our sixth issue! ^_14.11.2022

• Recording of launch event for second issue 2.3 now online ^_06.10.2022

• Volume 2 finalised! 3 issues, comprising 31 full-length articles, 2 collected commentaries and 3 editorials, released over past 5 months ^_15.08.2022

• More news >

^{More recently released articles >}

Issue 4.1 Parents/guardians, education and digital technologies

A special issue edited by Don Passey, Hazel Woodhouse, Amina Charania and John Anderson

This Special Issue will consider the under-represented topic of parents/guardians, education and digital technologies. Whilst there is previous literature in this field, our understanding of how this might have changed more recently, prior to and across the period of the pandemic and subsequently, is not widely known. Submissions that offer original contributions, and that contribute to developing theory in this field, that examine how theory has been (and might be) used in the field, or that emphasise the roles of digital technologies for enhancing and implementing purposeful interactions, are particularly welcomed.

The call for papers for this issue is open! Initial proposals deadline: 31 January 2023.

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Issue 3.2: Teaching practices in times of digital transformation

A special issue edited by Brett Bligh

This special issue will explore some of the varied roles, practices, forms of expertise, and identities of teachers in times of digital transformation. It will explore the implications of digital transformation for teaching practices, including as these are increasingly distributed across teaching teams that incorporate new professional roles. It will incorporate accounts of pedagogical change, instructional design, and the integration of new technologies into practice for particular purposes. It will acknowledge teaching as a form of labour, grappling with accounts of workload and work/life balance. And it will critique the underlying processes, agenda and ideologies from the specific “frontline professional” perspective of teachers and other staff involved in teaching practices.

The call for papers for this issue is now closed. Initial proposals deadline was 03 October 2022.

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Issue 3.1: Activity theory in technology enhanced learning research

A special issue edited by Brett Bligh and Phil Moffitt

This special issue considers the use of activity theory within technology enhanced learning research, collecting together a range of papers describing research endeavours that use activity theory to understand how social and cultural contexts are crucial for how technology is used in practice.

Articles from this issue will be released starting in October 2022.

The call for papers for this issue is now closed.

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