Much has been written during the first decade of the new millennium about the potential of digital technologies to produce a transformation of education. Digital technologies are portrayed as tools that will enhance learner collaboration and motivation and develop new multimodal literacy skills. Accompanying this has been the move from understanding literacy on the cognitive level to an appreciation of the sociocultural forces shaping learner development. Responding to these claims, the Digital Education and Learning Series explores the pedagogical potential and realities of digital technologies in a wide range of disciplinary contexts across the educational spectrum both in and outside of class. Focusing on local and global perspectives, the series responds to the shifting landscape of education, the way digital technologies are being used in different educational and cultural contexts, and examines the differences that lie behind the generalizations of the digital age. Incorporating cutting edge volumes with theoretical perspectives and case studies (single authored and edited collections), the series provides an accessible and valuable resource for academic researchers, teacher trainers, administrators and students interested in interdisciplinary studies of education and new and emerging technologies.
Michael Thomas is a senior lecturer at the University of Central Lancashire and editor-in-chief of the International Journal of Virtual and Personal Learning Environments (IJVPLE).
James Paul Gee is a Mary Lou Fulton Presidential Professor at Arizona State University. His most recent book is Policy Brief: Getting Over the Slump: Innovation Strategies to Promote Children's Learning (2008).
John Palfrey is the head of school at Phillips Academy, Andover, and a senior research fellow at the Berkman Center for Internet & Society at Harvard. He is co-author of Born Digital: Understanding the First Generation of Digital Natives (2008).
Download a copy of the Series Proposal Guidelines here.