Technology-enhanced Learning Environments for the Digital Age
Dirk Ifenthaler, Demetrios G. Sampson, J. Michael Spector and Pedro Isaias
Like it or not, the general proliferation of information and communication technologies is irreversible, and computers as well as mobile-devices now play an important role in human learning in everyday life as well as at educational institutions(e.g., Banister, 2010; Hieb & Ralston, 2010; Ifenthaler, 2010, 2012; Spector, 2009). The key to success is seen not so much in how the information is presented as in how well the learners can manipulate the different tools available in technology-enhanced learning environments on their own. However, empirical research also shows that students often struggle while confronted with a technology- enhanced learning environment (e.g., Lajoie & Azevedo, 2006; Zapata- Rivera, VanWinkle, Doyle, Buteux, & Bauer, 2009).
This Special Issue is assembled from the extended versions of selected papers from the International Association for the Development of Information Society (IADIS; see http://www.iadis.org) 2011 International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA; see http://www.celda-conf. org) that was hosted by UNIRIO Federal University of State of Rio de Janeiro, Brazil in November 2011. Each contribution represents a unique research approach that highlights the interactions between human cognition and technology-enhanced learning environments.