Online education–whether in the P-12 or teacher education context–necessitates the routine use of educational technology. Researchers in the field of educational technology have cautioned us to not just focus on the technological tools, but to consider how these tools are used to support learning goals and larger essential questions. Building on Schulman’s work in Pedagogical Content Knowledge (PCK), Punya Mishra and Matthew J. Koehler argue that intentional, thoughtful teaching with technology is a complex additional form of knowledge they call “Technological Pedagogical Content Knowledge” (TCPK). In this issue we seek to build knowledge in TCPK not for teaching P-12 students, but as teacher educators providing online education to pre- and in-service teacher candidates.
For this themed issue, we are seeking articles that go beyond the technology tools and provide insight and advance our thinking as teacher educators in challenging areas such as:
While these issues have in some contexts been forced upon us because of the coronavirus pandemic, we invite authors to draw on their studies, experiences, and perspectives that may have preceded the crisis as well as those that emerged in more recent months.
The New Educator is a quarterly peer-reviewed journal that serves as a forum on issues that teacher educators, teacher education programs, and school systems encounter in the preparation, recruitment, induction, retention, and ongoing support of educators. Defining “educator” broadly to include classroom teachers, administrators, counselors, support staff, teacher educators, and those who educate outside of school settings, the journal is particularly interested in work that links theory with practice, is generated through practice, is useful and accessible to the field, and reflects the needs and perspectives of the diverse communities served by educational institutions in this new century.
Submission Deadline: March 1, 2021
The recent closure of school and university campuses impacted the learning of an estimated 1,2 billion learners. Learners, parents, teachers and administrators needed to find alternative ways to support continuity of learning without requiring teachers and learners to be in the same place at the same time. At this juncture, open, distance and e-Learning approaches were required/ thought necessary, but education systems were not all geared to using these approaches, despite campus closures in the past due to pandemics like SARS and other events such as earthquakes, storms, floods and teacher strikes. This special edition will showcase lessons learned from responses to closure of campuses and training establishments that could be used to build more resilient educational systems. The special issue will be published in November 2020.
Draft papers will need to be submitted by mid August to allow time for the necessary review process.
Journal of Learning for Development
Chris L. LaBelle
Colorado State University
Patrick R. Lowenthal
Boise State University
Boise State University
As enrollments in postsecondary online programs have grown, many institutions have pursued a more centralized business model that consolidates their online programming under a single executive leader, a statewide system office, or a coalition of institutions that have merged operations and assets. In this study, the researchers used an exploratory case study design–using both surveys and interviews–to investigate how online programs are administered at four institutions in the University System of New Hampshire (USNH). Several findings emerged from the data. First, participants struggled finding a common vocabulary when talking about online programs and the potential benefits of system-level collaboration; second, administrators frequently prioritized their local program tasks over system-wide collaboration; and third, although there was not a strategic plan in place to help institutions collaborate, participants agreed that such a plan would be valuable.
The Editors of the Online Learning journal wish to invite researchers to publish in a special issue devoted to the lessons learned about online learning from the COVD-19 crisis, including the challenges faced by teachers and students in the unexpected transition to distance learning, institutional or community supports which helped teachers and students successfully adapt to online learning, and insights to apply as educators move forward with online learning (in both “emergency” and “business as usual” contexts).
Online Learning (OLJ) is the Online Learning Consortium’s (OLC) scholarly journal providing readers with rigorous peer-reviewed research in a variety of educational contexts from K-12 to higher education in the United States and internationally. The journal is currently engaged in an extended effort to further develop quality and rigor in systematic inquiry in online learning in support of the larger mission of the Online Learning Consortium. OLC is the leading professional organization devoted to advancing quality online learning by providing professional development, instruction, best practice publications, and guidance to educators, online learning professionals, and organizations around the world.
About the Special Issue: Topics for the special issue include but are not limited to research on:
Qualitative, quantitative, and mixed methods research articles (including systematic reviews) are welcome.
To notify us of your intent to submit, please send your abstract for review to Shanna Jaggars, jaggars.2 at osu.edu
Invited authors will submit full manuscripts through the Open Journal System (OJS), the OLC journal system. When submitting be sure you select section corresponding to the Special Issue on COVID-19
Author Guidelines include general APA Style 6th or 7th edition except for the single-spacing requirement. Papers should be about 6,000-8,000 words. The Guide for Authors can be found here: http://onlinelearningconsortium.org/read/guide-authors/
For detailed assistance with APA style, refer to Purdue Online Writing Lab: https://owl.english.purdue.edu/owl/resource/560/01/
Please note that contributors will also be requested to serve as reviewers for this project.
*Final acceptance notifications will not be delivered until after revised manuscripts have been submitted.
Special Issue Editors
Dr. Shanna Jaggars
IJET invites authors to submit contributions that can deepen our knowledge about issues of a methodological, technological, organisational or policy nature (as well as combinations thereof) that are related to what has been termed “Emergency Remote Education (ERE)” (Williamson, Eynon, & Potter, 2020) or “Emergency Remote Teaching (ERT)” (Hodges et al, 2020). These contributions may investigate the effects on society, educational systems and institutions, and put forward proposals on how we can better address similar challenges in future. Some experts claim that emergency education models may be treated as “prototypes for education systems to emulate far beyond the pandemic” (Williamson, Eynon, & Potter, 2020; 109). Seen in this light, we consider the term “emergency” in the broad sense, not merely restricted to the COVID-19 pandemic, and look forward to receiving submissions that present findings which either support that position or call it into question.
Topics of Interest
The Italian Journal of Educational Technology invites researchers and experts in the field to submit contributions related to one or more of the following themes:
Contributions of the following types are welcomed:
Contributors should make their submissions by September 30th, 2020, through the journal website, after registering as an author. Upon submission, please mention this call for papers in the field “Comments for the editors”. Papers should be formatted according to the author guidelines. All contributions are subject to a double blind peer review process. Publication is expected in July 2021.
For further information about this special issue, please contact <firstname.lastname@example.org>
The International Journal of Designs for Learning calls for proposals for a special section – Designs for Learning in a Pandemic. While everything right now is not ordinary, we call for authors to submit a design case that sets it apart from the “not ordinary”. Examples of the range of desired Designs for Learning in a Pandemic cases include:
• Learning in a K-12 or higher education setting
• Learning in a workplace [non-educational] setting
• Learning across borders of all kinds
• Training for first responders and critical workers
• Teaching in manufacturing settings shifting to making PPE or ventilators
• Teaching in local communities facing a different way of everyday life
We are requesting a brief proposal by Friday,
July 3, 2020. Article proposals will include:
• Design case title
• Short description [75-100 words, single spaced]
• Abstract [under 1000 words, single spaced]
• Author contact information
Authors will be notified by July 10, 2020. Please send your proposal to the Designs for Learning in a Pandemic guest section editor John Baaki at email@example.com.
More information at: https://drive.google.com/file/d/10O1q35ls9rBqvDHt07ExBCeNg3YCrNOL/view
EDUCAUSE just shared this (from 2013)
We would like to invite you to submit your proposal for an edited volume on “Game-based Learning across the Disciplines” to be published by Springer, Cham. If you are interested in contributing to the book project, we are asking you to submit a 1-page proposal to Dirk Ifenthaler (firstname.lastname@example.org) by 31 March 2020, including author’s name (co-authors are welcome), affiliations, tentative title, chapter outline (max. 300 words), five keywords, key references. Early submissions are encouraged.
All submissions will undergo a rigorous double-blind peer review who will recommend full submissions from among the proposals. You may refer to the below detailed information or visit the website: http://www.ifenthaler.info/?p=
The purpose of this TECHTRENDS special issue is to showcase the latest and leading international research in the design, deployment and evaluation of visual or media literacy practices supported by educational technology. The special issue welcomes submissions from all researchers and practitioners who are designing, developing, and evaluating ICT-supported learning experiences that involve visual or media literacy. The editors encourage proposals regarding new research showcasing and sharing visual or media literacy education as a critical learning element through the use of ICT.
For more information:
Please forward your inquires:
Danilo M. Baylen, email@example.com
Brad Hokanson, firstname.lastname@example.org