Editorial
Tools
Tools
Jameson, Jill 
ORCID: https://orcid.org/0000-0002-9545-8078, Ng'ambi, Dick, Bozalek, Vivienne and Carr, Tony
(2016)
Editorial.
British Journal of Educational Technology, 47 (5):1.
pp. 821-828.
ISSN 0007-1013 (Print), 1467-8535 (Online)
(doi:10.1111/bjet.12486)
Abstract
This special issue: Emerging Technologies and Transforming Pedagogies: Part 2 continues our theme of recognising and responding to profound changes in educational technology. This focuses not only on significant, rapid global developments in technological change, but also on the accompanying capacities—or inabilities—of higher education institutions to adapt their pedagogic theories and practices to cope with the changes affecting tertiary education systems across the world. The focus of this issue is, therefore, again on technology-enabled learning (Jonassen, 1996) in authentic learning contexts in higher vocational education in Africa, but in this follow-up companion to Part 1, we broaden out our scope from the continent to include also articles from around the world that recognise the potential for rapid educational change orchestrated in tandem with technological advancement. The edition extends the work achieved in Part 1, building on research linked with two educational technology initiatives held in Africa in 2015. First, we include research that emerged from the online colloquium, Transforming Pedagogical Practices in African Higher Education with blended and online learning held in April 2015 and, second, academic research linked with the conference on Emerging Technologies and Authentic Learning in Higher Vocational Education (ETinEd) held in September of the same year. The University of Cape Town, in collaboration with numerous expert international partners, hosted and organised both of these scholarly initiatives. The African Virtual University, the e/merge Africa network and the University of Cape Town’s Educational Technologies Inquiry Lab (ETILAB), hosted the online colloquium. For the organisation of the conference, the papers from the colloquium and in support of both special editions, the ETILAB collaborated with the University of Greenwich in London, the University of the Western Cape, Cape Peninsula University of Technology and the University of Stellenbosch, funded in part by the British Educational Research Association Educational Technology Special Interest Group (the BERA EdTech SIG, led by Professor Jill Jameson), and supported by the Editors of the British Journal of Educational Technology.
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