ICEIP-2025

Call for Paper

• Considering Digital Pedagogies
• New learning supported by new technologies: challenges and successes
• Old learning using new technologies, for better or for worse
• Traditional (didactic, mimetic) and new (transformative, reflexive) pedagogies, with and without new technology
• Changing classroom discourse in the new media classroom
• Peer to peer learning: learners as teachers
• From hierarchical to lateral knowledge flows, teaching-learning relationships
• Supporting learner diversity
• Beyond traditional literacy: reading and writing in a multimodal communications environment
• Digital readings: discovery, navigation, discernment and critical literacy
• Metacognition, abstraction, and architectural thinking: new learning processes in new technological environments
• Formative and summative assessment: technologies in the service of heritage and new assessment practices
• Evaluating technologies in learning
• Shifting the balance of learning agency: how learners become more active participants in their own learning
• Recognizing learner differences and using them as a productive resource
• Collaborative learning, distributed cognition and collective intelligence
• Mixed modes of sociability: blending face to face, remote, synchronous and asynchronous learning
• New science, mathematics and technology teaching
• Technology in the service of the humanities and social sciences
• The arts and design in a techno-learning environment
• New Digital Institutions and Spaces
• Blurring the boundaries of formal and informal learning
• Times and places: lifelong and lifewide learning
• Always ready learnability, just in time learning, and portable knowledge sources
• Educational architectures: changing the spaces and times
• Educational hierarchies: changing organizational structures
• Student-teacher relations and discourse
• Sources of knowledge authority: learning content, syllabi, standards
• Schools as knowledge producing communities
• Planning and delivering learning digitally
• Teachers as curriculum developers
• Teachers as participant researchers and professional reflective practice
• Technologies of Mediation
• Ubiquitous computing: devices, interfaces, and educational uses
• Social networking technologies in the service of learning
• Digital writing tools; wikis, blogs, slide presentations, websites, and writing assistants
• Supporting multimodality: designing meanings which cross written, oral, visual, audio, spatial, and tactile modes
• Designing meanings in the new media: podcasts; digital video, and digital imaging
• Learning management systems
• Learning content and metadata standards
• Designed for learning: new devices and new applications
• Usability and participatory design: beyond technocentrism
• Learning to use and adapt new technologies
• Learning through new technologies
• Designing Social Transformations
• Learning technologies for work, civics and personal life
• Ubiquitous learning in the service of the knowledge society and knowledge economy
• Ubiquitous learning for the society of constant change
• Ubiquitous diversity in the service of diversity and constructive globalism
• Inclusive education addressing social differences: material (class, locale), corporeal (age, race, sex and sexuality, and physical and mental characteristics) and symbolic (culture, language, gender, family, affinity and persona)
• Changing the balance of agency for a participatory culture and deeper democracy
• From one to many, to many to many: changing the direction of knowledge flows
• Beyond the traditional literacy basics: new media and synaesthetic meaning-making