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An introduction is presented in which the editor discusses various reports within the issue on topics including the challenges in enacting authentic game-based learning predicated on dialogic pedagogy, student participation with digital tools, and human capacities for learning.

This Special Issue of Digital Culture & Education (DCE) provides innovative programmatic approaches to HIV prevention and care services for gay men, other men that have sex with men (MSM) and transgender persons using information and communication technology (ICT) at a time when these same populations are experiencing an alarming upward trend of new HIV infections. During a successful participatory consultation in Washington D.C. in May 2013 hosted by the U.S. Agency for International Development (USAID) and co-supported by the U.S. President's Emergency Plan for AIDS Relief (PEPFAR), amfAR, the Foundation for AIDS Research, and the National Institutes of Mental Health (NIMH), representatives from Africa, Asia, the Caribbean, Latin America, Europe, Australia and the United States shared innovative uses of communication technology across HIV research, programs, outreach, advocacy and public-private partnerships. Believing it crucial to share their innovations more widely-through open-access channels-led us to working in partnership with these frontline workers, activists, researchers and educators to further document and share their technological innovations in different global contexts. Importantly, we prioritised working with frontline workers and activists by providing cyclical and targeted writing mentoring to assist them in writing about their successful digital interventions. Disseminating this timely work through open-access channels, like Digital Culture & Education (DCE) means that researchers in less resourced institutions, practitioners and activists in the field and the general public can better understand how ICT, particularly mobile technologies, provides unprecedented opportunities to more effectively reach and engage gay men, other MSM and transgender populations across the HIV prevention, testing, treatment and care cascade. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses vairous reports within the issue on topics including racial stereotypes in digital games, mLearning in international development, and strategies teachers use to incorporate technology into their classroom practice.

An introduction to articles published within the issue is presented, including one by Toija Cinque et al on the use of screen media and digital competencies among higher education students in Australia, another by Osvaldo Cleger on how computer games set in a Latin American context can lead to arguments about immigration policy, and another by Winnie Shao et al on Internet-based study on HIV/AIDS and HIV testing knowledge.