Since 1993, a four-monthly journal on Educational Technology
TD Tecnologie Didattiche addresses scholars, teachers, trainers and practitioners in the theory and practice of Educational Tecnology. Its aim is to help advance this field by sharing research outcomes and bringing to light the best educational practices.
All contents of TD Tecnologie Didattiche are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Readers have free online access to the contents of all issues of TD Tecnologie Didattiche.
A print edition of TD Tecnologie Didattiche is also available for purchase, either on a subscription or single issue basis. Please go to "Subscriptions" to read more.
TD Tecnologie Didattiche is recognised as a top-ranking Italian scientific journal in the assessment carried out by ANVUR, the agency designated by Italy's Ministry of Education and Research for evaluating research institutions and scientific output.
The journal accepts contributions on original ideas, practice and innovative models for technology enhanced learning in relation to educational contexts, contents and technologies of all kinds.
Topics covered include:
- Theoretical aspects of Educational Technology
- Innovative learning environments
- Online education
- Computer-Supported Collaborative Learning (CSCL)
- Design and validation of learning environments
- Learning assessment
- Game-based learning
- Informal learning
- Digital Literacy
- Technology for inclusive learning
- Digital contents and educational resources
- Research methods in educational technology
- Policies for innovation in educational systems
Manuscripts undergo a double-blind peer review process involving two reviewers and the editor of each issue.
CALL FOR PAPERS: Computational Thinking
|Ten years have passed since the publication of the seminal article by Jeannette Wing which introduced the concept of computational thinking. Wing’s ideas have gained a very wide following and continue to be the subject of intense debate among computer scientists, educators, policy makers and even political leaders. With very few exceptions, authorities the world over have already made - or are planning to make - room for computational thinking ...|