Vol. 17 No. 29 (2024): Motivation, agency and technology

Editor: Roland Hachmann, rhac@ucsyd.dk, UCSYD
Editor: Maria Hvid Stenalt, mariahs@ikl.aau.dk, Aalborg University

How do digital technologies and technology-enhanced teaching support students' agency or ability to act? Can a digital environment be designed to support student agency at all? How does our thinking about students' agency affect the digital environments and technologies purchased for technology- supported teaching? What agency do teachers have in technology-supported teaching? What motivates them to use digital technologies, and how can their motivation be increased with regard to integration? What happens in a digital environment where students are not motivated to participate? What characterizes such an environment?

In this issue of LOM, we are interested in contributions that focus on the relationship between digital technologies and environments, and teachers' or students' motivation or agency. We are open to research articles that theoretically and empirically examine and critically-constructively relate to these connections at the micro, meso, or macro level, particularly in higher education. Articles can be based on existing research and cases, evaluations of effects and quality in relation to educational challenges, didactic innovations, and experiments that in various ways relate to motivation, agency, and digital technologies.