About this Research Topic
In September 2020, the OECD adopted a strategic foresight approach, updated its six visions of future education proposed in 2001, and released the education trend forecast report "Back to the Future of Education: Four OECD Scenarios for Schooling" (hereinafter referred to as "Future Education Scenarios in 2020"), which points to the next 20 years. In the report, the OECD proposed four scenarios for future school education: 1. SCHOOLING EXTENDED; 2. EDUCATION OUTSOURCED; 3. SCHOOLS AS LEARNING HUBS; 4.LEARN-AS-YOU-GO. OECD respectively discussed the possible scenarios of the four scenarios in five aspects: "objectives and functions", "organization and structure", "teaching work", "governance and geopolitics", and "challenges to public authorities".
With the advent of the Internet era, various electronic media and interactive learning devices have become integral to how Z-generation college students acquire knowledge. Teaching technology’s continuous development in recent years has made learning methods more inventive and diverse. Interactive and experiential teaching methods are constantly being tried, adopted, and accepted by Generation Z, who live in the digital age (El-Sabagh, 2021). Many scholars believe that using electronic products and interactive software to assist in teaching will facilitate beneficial learning outcomes (Kemp & Grieve, 2014). Furthermore, the strong interactivity and flexibility of interactive technology can enable students to be more involved in customizing their own learning experience (Pan, 2020), thus improving learning efficiency (Lee et al., 2019; Sprenger & Schwaninger, 2021).
Influenced by the fourth industrial revolution, human beings have entered the era of rapid renewal of knowledge and skills, and the boundary between formal learning and informal learning has gradually blurred. The arrival of the information age makes it possible for future learning to happen anytime and anywhere, and learning is no longer simply receiving education in schools. Many college classes already incorporate digital media, interactive course information platforms, Massive Open Online Course (MOOC) video resources, virtual simulation experiments, and other auxiliary teaching tools into Small Private Online Courses (SPOC) (Sun, 2019).
The progress of technology and the rapid spread of information are irresistible. However, no matter how the future education forms and teaching scenarios change, it is impossible to truly achieve educational reform only by relying on technical force. It is necessary to make adjustments to the teaching environment, teaching forms, teaching resources, teaching evaluation, etc. in order to better apply emerging technologies to promote education and teaching.
Although papers related to the use of educational technology and teachers' teaching ability are expected to be contributed to the Research Topic, we also welcome other contributions to the use of information technology to help students achieve academic results. These may include case studies, ongoing work, or other research related to the topic. We expect that the submitted papers will help to determine that, through careful design and deployment, information technology can be used by more teachers to help students achieve better teaching results in the future education scenarios:
Digital technology and leadership;
Digital competencies of teacher;
Emerging educational technologies, and leadership;
Teacher competencies of specific issues;
Competences to manage teaching during emergency;
Teachers professional development;
Big data, artificial intelligence, and Internet of Thing in future education;
Industry-academia collaboration.
With the advent of the Internet era, various electronic media and interactive learning devices have become integral to how Z-generation college students acquire knowledge. Teaching technology’s continuous development in recent years has made learning methods more inventive and diverse. Interactive and experiential teaching methods are constantly being tried, adopted, and accepted by Generation Z, who live in the digital age (El-Sabagh, 2021). Many scholars believe that using electronic products and interactive software to assist in teaching will facilitate beneficial learning outcomes (Kemp & Grieve, 2014). Furthermore, the strong interactivity and flexibility of interactive technology can enable students to be more involved in customizing their own learning experience (Pan, 2020), thus improving learning efficiency (Lee et al., 2019; Sprenger & Schwaninger, 2021).
Influenced by the fourth industrial revolution, human beings have entered the era of rapid renewal of knowledge and skills, and the boundary between formal learning and informal learning has gradually blurred. The arrival of the information age makes it possible for future learning to happen anytime and anywhere, and learning is no longer simply receiving education in schools. Many college classes already incorporate digital media, interactive course information platforms, Massive Open Online Course (MOOC) video resources, virtual simulation experiments, and other auxiliary teaching tools into Small Private Online Courses (SPOC) (Sun, 2019).
The progress of technology and the rapid spread of information are irresistible. However, no matter how the future education forms and teaching scenarios change, it is impossible to truly achieve educational reform only by relying on technical force. It is necessary to make adjustments to the teaching environment, teaching forms, teaching resources, teaching evaluation, etc. in order to better apply emerging technologies to promote education and teaching.
Although papers related to the use of educational technology and teachers' teaching ability are expected to be contributed to the Research Topic, we also welcome other contributions to the use of information technology to help students achieve academic results. These may include case studies, ongoing work, or other research related to the topic. We expect that the submitted papers will help to determine that, through careful design and deployment, information technology can be used by more teachers to help students achieve better teaching results in the future education scenarios:
Digital technology and leadership;
Digital competencies of teacher;
Emerging educational technologies, and leadership;
Teacher competencies of specific issues;
Competences to manage teaching during emergency;
Teachers professional development;
Big data, artificial intelligence, and Internet of Thing in future education;
Industry-academia collaboration.
Keywords: Education Technology, Teacher informative technology, Education Leadership, Teaching Ability, Online Education, Offline Education
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
