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Technology, Knowledge and Learning

, Volume 20, Issue 1, pp 1–3 | Cite as

Disruptive Technologies Affecting Academia and Professional Practice: An Introduction to the Special Section

  • Dirk Ifenthaler
Editorial

Almost every educational organisation throughout the world is tempting to accommodate new ways of digital learning, using disruptive technologies. Technologies such as Learning Analytics, Virtual Assistants, Augmented Reality, or Badges are recognized as the key drivers to transform the way that individuals, groups and organizations learn (Sampson et al. 2014; Huang et al. 2013; Spector 2012; Johnson et al. 2013; Ifenthaler and Widanapathirana 2014). However, empirical research also shows that learners often struggle while confronted with digital learning environments and educators lack competencies how to implement emerging technologies for learning and instruction in a meaningful way (Ifenthaler et al. 2014; Ertmer 2005; Ifenthaler and Schweinbenz 2013).

Therefore, theoretical foundations, empirical research and technological advances at the intersection of technology, instruction, cognition and learning are the underpinnings of the Special Interest Group Technology, Instruction...

Keywords

Augmented Reality Special Section Education Development Virtual Experiment Digital Game 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

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  7. Sampson, D. G., Ifenthaler, D., Isaias, P., & Spector, J. M. (2014). Digital systems for open access to formal and informal learning. In D. G. Sampson, D. Ifenthaler, J. M. Spector, & P. Isaias (Eds.), Digital systems for open access to formal and informal learning (pp. 1–7). New York: Springer.CrossRefGoogle Scholar
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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Deakin UniversityGeelongAustralia

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