The COVID-19 pandemic has provided a unique opportunity to examine our understanding of the opportunities and challenges that ICTs offer to support the functioning of all aspects of education.
The closure of educational institutions has forced a radical change in the practices of teachers and societies regarding the use of ICT to support teaching, learning, social relations and work in many sectors. In the training of digital skills, the instrumental mastery of ICT continues to outweigh the preparation of citizens to make constructive and safe use of technologies. After two decades of educational policies, we continue to reduce digital literacy to instrumental skills. That is, you do not learn why to use educational technologies and how, or to be critical of their use. Education 4.0 seeks to develop and enhance the digital skills of students and teachers in digital teaching environments, through the creation of a line of academic training programs for undergraduate, postgraduate and continuing education. This article collection welcomes contributions to improve training policies and practices in Educational Digital Transformation for educational development (strategies, activities, proposals for assessment and certification of skills).
This Research Topic seeks contributions (but is not limited to) to improve training policies and practices in Educational Digital Transformation for educational development (strategies, activities, proposals for assessment and certification of skills), such as:
? Capacity building of stakeholders in the creation, access, reuse, adaptation and redistribution of open educational resources (OER)
? Development of support policies
? Promotion of effective, inclusive and equitable access to quality OER
? Promotion of the creation of sustainability models for OER
? Promotion and strengthening of international cooperation
? Academic continuity in times of crisis: new distance education environments
? Internationalization in remote environments
? Flexible and digital learning environments
? Digital skills (citizenship, teachers, educational institutions)
? Education 4.0 for connected and digital environments
? New models and didactic strategies for education 4.0
? Profiles and teaching competences for distance environments and education 4.0
? Virtual reality, augmented, 360 videos and new applications for 4.0 environments
? Transformation with artificial intelligence, automation and nanotechnologies
? Use of OLS (Open Learning Resources), LEM, active learning or immersive resources
? Adaptive and personalized learning
? Chatbots and virtual assistants
? Remote and virtual laboratories
? Intelligent tutoring systems
The COVID-19 pandemic has provided a unique opportunity to examine our understanding of the opportunities and challenges that ICTs offer to support the functioning of all aspects of education.
The closure of educational institutions has forced a radical change in the practices of teachers and societies regarding the use of ICT to support teaching, learning, social relations and work in many sectors. In the training of digital skills, the instrumental mastery of ICT continues to outweigh the preparation of citizens to make constructive and safe use of technologies. After two decades of educational policies, we continue to reduce digital literacy to instrumental skills. That is, you do not learn why to use educational technologies and how, or to be critical of their use. Education 4.0 seeks to develop and enhance the digital skills of students and teachers in digital teaching environments, through the creation of a line of academic training programs for undergraduate, postgraduate and continuing education. This article collection welcomes contributions to improve training policies and practices in Educational Digital Transformation for educational development (strategies, activities, proposals for assessment and certification of skills).
This Research Topic seeks contributions (but is not limited to) to improve training policies and practices in Educational Digital Transformation for educational development (strategies, activities, proposals for assessment and certification of skills), such as:
? Capacity building of stakeholders in the creation, access, reuse, adaptation and redistribution of open educational resources (OER)
? Development of support policies
? Promotion of effective, inclusive and equitable access to quality OER
? Promotion of the creation of sustainability models for OER
? Promotion and strengthening of international cooperation
? Academic continuity in times of crisis: new distance education environments
? Internationalization in remote environments
? Flexible and digital learning environments
? Digital skills (citizenship, teachers, educational institutions)
? Education 4.0 for connected and digital environments
? New models and didactic strategies for education 4.0
? Profiles and teaching competences for distance environments and education 4.0
? Virtual reality, augmented, 360 videos and new applications for 4.0 environments
? Transformation with artificial intelligence, automation and nanotechnologies
? Use of OLS (Open Learning Resources), LEM, active learning or immersive resources
? Adaptive and personalized learning
? Chatbots and virtual assistants
? Remote and virtual laboratories
? Intelligent tutoring systems
