Current call: Learning Tech 15

Call for papers: Digital and analogue teaching aids and teaching designs

In Denmark, we have one of the most thoroughly digitized education systems in the world. This can be seen as the result of a massive effort to digitize the learning materials market through the state support scheme with 50% coverage of expenses for digital learning materials (2012-17). Most recently, PISA 2022 has shown that Danish teachers use digital teaching aids to a large extent, and that Denmark is in a superb first place in relation to how much time students spend with digital formats during school time. According to PISA 2022, Danish 15-year-olds use digital tools for 3.8 hours during their school day, while the OECD average is two hours. The ICILS study (International Computer and Information Literacy Study) from 2018 showed that Danish students’ computer and information literacy is at the top in an international comparison.

In Denmark, as in other countries, the increasing digitization has led to debates about the advantages and disadvantages of using digital teaching aids, whether screens take up too much space in school and whether a return to more analogue-based teaching could add some immersion and concentration.

But what does the research actually say? With this call, we would like to invite researchers to provide their qualified opinions in the form of empirically grounded but also theoretical and debating articles that can both qualify the public debate and provide insight into the consequences of digital and analogue teaching aids and associated teaching designs for teaching , learning, didactics and education in general. Including but not limited to issues such as:

  • What can we say about the potentials and challenges of the use of analogue and digital teaching aids?
  • What does the research say about the effect of the analogue and the digital.
  • How does it even make sense to discuss the digital versus the analog? What theories and concepts can we use to be precise in our discussions?
  • What do we know about teachers’ and students’ preferences and usage patterns in relation to analogue and digital?
  • How do teaching aid formats relate to (digital and analogue) technology understanding(s)?

Deadlines and practical information:

Contributions in both Danish, Norwegian, Swedish and English are welcome. We receive research articles that present new national or international research based on empirical studies or theoretical analyses.

Abstracts must be submitted no later than March 1 2024 to this email address:

Article is uploaded by May 1 2024 at the latest in OJS på Here you have to register (if you haven’t already) and then upload the article.

Double-blind peer review is carried out in June-July 2024. Corrections can be made with the deadline for finished manuscript in August 2024.

Learning Tech 15 is scheduled for release August 2024.

Theme editorial:

  • Christian Dalsgaard, forskningsprogramleder, lektor, DPU
  • Susanne Dau, docent, ph.d., UC Nord
  • Rasmus Leth Jørnø, lektor, ph.d., Professionshøjskolen Absalon
  • Thomas R.S. Albrectsen, docent, ph.d., UC SYD

Here you will find the guidelines and templates of the journal.