Research Topic

Using technology to revolutionise learning: Assessment, intervention, evaluation and historical perspectives

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About this Research Topic

Advances in technology have the potential to revolutionise learning. Computers and mobile devices, such as phones and tablets, present an exciting opportunity for technology-based interventions to augment traditional classroom practices. This might be particularly pertinent in environments where educational ...

Advances in technology have the potential to revolutionise learning. Computers and mobile devices, such as phones and tablets, present an exciting opportunity for technology-based interventions to augment traditional classroom practices. This might be particularly pertinent in environments where educational resources are scarce, such as in developing countries or across the preschool years, and/or require specialist intervention, such as children with Special Educational Needs. Technology also affords learning opportunities outside of conventional pedagogical practice, such as the understanding of spelling rules and phonological awareness that can be gained through texting friends. In addition, technology enables cross-cultural studies to be performed, that can shed insight into the ubiquity of specific theories of psychological processes. As such, the proposed Research Topic provides an ideal opportunity for researchers working in different international and educational contexts to draw together their work within a common forum. This will provide a state-of-the-art collective evidence-base of how technology can be used effectively to support learning which will have implications for international pedagogical practice and policy.

The Research Topic will focus on five sub-themes that will examine the extent to which technology has impacted on:
1) the assessment of psychological functioning and its association with educational attainment
2) the delivery of educational interventions across a range of different international settings
3) the evaluation of educational programmes claiming to support specific psychological skills
4) the need for individually tailored support for learners with Special Educational Needs
5) learning by considering the extent to which advances in technology has lived up to or failed to meet expectations.


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