Category Archives: Uncategorized

Inclusive Distance Education for Learners with Dis/Abilities

Leading up to, and now moving through the COVID-19 Pandemic, educational institutions at all levels were developing a greater awareness of learners with diverse physical, emotional and learning challenges (de Bruin 2019; Sniatecki, et al., 2015; Kocdar & Bozkurt, 2022; Weedon & Riddell 2016). Despite the heightened awareness, educational opportunities for learners with dis/abilities are lagging. For example, while enrollment in institutions of higher education in the U.S. is increasing, degree completion rates for students with dis/abilities has been low (Järkestig Berggren et al. 2016).

Learners that are identified with disabilities are often seen for what they are unable to do without support versus what they can do in learning settings. Thus, it is critical to consider shifts in thinking from disability to dis/ability where learners are also acknowledged for their strengths and potential. Currently, these learners are considered at-risk of not receiving the same level of education as their peers, and thus there was a ‘necessity and urgency’ to provide learners with dis/abilities, access to the regular education system (UNESCO 1994, viii). Nations have stated their agreement and desire to provide an inclusive learning environment through their signing of the Salamanca Statement (1994), this was re-affirmed with the signing and rectification of the UN Convention on the Rights of Persons with Disabilities (2006), the Millennium Development Goals (2000), and most recently the UN Sustainable Development Goals (2016). As a result of these global movements, many countries have clarified and amended their respective laws to include access for learner with dis/abilities to educational opportunities at all levels.

The increasing use of distance learning strategies and affordances during the COVID-19 pandemic for all students can be seen as both an affordance and a barrier for learners with dis/abilities. A review of literature from Kinash et al. (2004) found that attending to the needs of students with dis/abilities held strong promise for ensuring online education would be accessible for all students, regardless of disability identity or status. This promising finding has not found its way into the growing use of technology in distance and online learning. Instead, there is a growing concern that access to the distance/online educational setting will solidfy within an ableist framing as it develops into a normative way of learning and away from the discourse of alternative, disruptive methods of learning. This is unfortunate since there is evidence that accessible instruction and inclusive practice lead to achievement for all students (Black et. al., 2014; Burgstahler 2015; Hromalik et al., 2018).

Such insights have important implications as universities and K-12 educational settings have increased their use of online and distance education strategies during the pandemic and will likely continue to do so in the foreseeable future. Since these modalities have the potential to address accessibility barriers and reshape expectations for when and how learning might occur, it is important to review how these strategies impact learners with dis/abilities in its current form (Xie et al., 2021). Clearly, it cannot be expected that students who stand to benefit substantially from inclusive efforts, such as increased accessibility of course materials, will automatically succeed merely because they are learning online or in some type of distance setting (Barbour & Reeves, 2009; Layne et al., 2013; Xu & Jaggars, 2014).

The purpose of this special issue of Distance Education is to share research and theorize distance/online education practices across higher education and school settings (K-12) that attend to the inclusion of learners with dis/abilities. Accepted manuscripts will represent exemplary scholarship, reflect international perspectives, and embody the spirit of inclusion in the use of terminology, study design, and theoretical framing.

Suggested topics for this issue include:

  • Analysis/critique of policies in government/law-making bodies that expand or constrain online and distance learning and their potential to include/exclude learners with dis/abilities.
  • Analysis/critique of understanding about how to support learners with dis/abilities across primary, secondary, and tertiary distance education settings in various domains, including but not restricted to academic learning, social-emotional learning and life-long learning.
  • Empirical work, including design-based research approaches, documenting attempts at inclusive design and/or instruction in distance education or online settings and the various outcomes of these attempts, including student outcomes. (Note: Please do not send a study of perceptional outcomes without other sources of data).
  • Empirical or theoretical work about transition to, and from distance educational spaces as well as between two distance education spaces.
  • Theoretical work highlighting the intersectional and evolving notions of dis/ability and its implications for distance education; this can include post-human theories and lenses.
  • The preparation of instructors at primary, secondary, or tertiary education to teach online in ways that are inclusive and informed about dis/ability—meaning that instructors learn to teach using perspectives other than traditional behavior and/or cognitive construction of learning and disability.

Timelines

Submission of 500-word abstract (maryrice@unm.edu

Notification and invitation of articles

First draft submitted through Manuscript Central to Distance Education

Revision notifications

Second draft submitted through Manuscript Central

Final notifications of acceptance

May 16, 2022

May 20, 2022

July 18, 2022

August 26, 2022

September 26, 2022

October 10, 2022

Special Issue Editors

Mary Rice
University of New Mexico, , Albuquerque, USA
maryrice@unm.edu

Michael Dunn
Washington State University, Vancouver, USA
dunnmi@wsu.edu 

References:

Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers & Education52(2), 402-416.

Burgstahler, S., & Russo-Gleicher, R. J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability28(2), 199-212.

De Bruin, K. (2019). The impact of inclusive education reforms on students with disability: An international comparison. International journal of inclusive education23(7-8), 811-826.

Hromalik, C. D., & Koszalka, T. A. (2018). Self-regulation of the use of digital resources in an online language learning course improves learning outcomes. Distance Education39(4), 528-547. https://www.westga.edu/~distance/ojdla/summer162/layne_boston_ice162.html

Järkestig Berggren, U., Rowan, D., Bergbäck, E., & Blomberg, B. (2016). Disabled students’ experiences of higher education in Sweden, the Czech Republic, and the United States–a comparative institutional analysis. Disability & Society31(3), 339-356.

Kinash, S., Crichton, S., & Kim-Rupnow, W. S. (2004). A review of 2000-2003 literature at the intersection of online learning and disability. American Journal of Distance Education18(1), 5-19.

Kocdar S., Bozkurt A. (2022) Supporting learners with special needs in Open, Distance, and digital education. In Zawacki-Richter O., Jung I. (Eds.) Handbook of open, distance and digital educationhttps://doi.org/10.1007/978-981-19-0351-9_49-1

Layne, M., Boston, W. E., & Ice, P. (2013). A longitudinal study of online learners: Shoppers, swirlers, stoppers, and succeeders as a function of demographic characteristics. Online Journal of Distance Learning Administration, 16(2), 1-12. 

Nair, S., Naidu, V., Judd, M., Kinash, S., Fleming, J., Santhanam, E., … & Tulloch, M. (2015). Case studies to enhance online student evaluation: University of Western Australia–A journey towards greater engagement through closing-the-loop. Learning and Teaching papers118.

Sniatecki, J. L., Perry, H. B., & Snell, L. H. (2015). Faculty Attitudes and Knowledge Regarding College Students with Disabilities. Journal of Postsecondary Education and Disability28(3), 259-275.

UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education.

United Nations (2016). 2030 Agenda for Sustainable Development.

United Nations. (2000). United Nations Millennium Declaration.

United Nations. (2006). Convention on the Rights of Persons with Disabilities.

Weedon, E., & Riddell, S. (2016). Higher education in Europe: widening participation. In Widening higher education participation (pp. 49-61). Chandos Publishing.

Xie, J., Gulinna, A., & Rice, M. F. (2021). Instructional designers’ roles in emergency remote teaching during COVID-19. Distance Education42(1), 70-87.

Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education85(5), 633-659. 

Call for Papers: JCMC Special Issue on Technology and the Future of Work! – Social Media Collective

JCMC Special Issue: Technology and the Future of Work

Guest Editors:
Nancy Baym, Microsoft Research
Ifeoma Ajunwa, University of North Carolina
Nicole Ellison, University of Michigan

Submission Deadline: March 1, 2022

Submission Site for abstracts: https://forms.gle/xbdVsYj7fSDwxPQ4A

The Covid-19 pandemic radically altered the landscape of how and where work is done. People are working from home, from remote locations, and mixing time in and out of centralized workplaces more than ever before. Front line and other workers whose fields demand their corporeal presence are under new pressures, some of which implicate the tools of their trades. Work processes, organizational forms, and standards for what constitutes “good” work are evolving rapidly, as are threats to autonomy and privacy.

The technologies at the center of these changes make work across time and space possible, while shaping the individual, relational, organizational, and societal outcomes of new work in ways both anticipated and unforeseen. In some cases, changes in co-location and communication patterns amplify existing trends, as with moves towards the gig economy, “just in time” products and services, and increasing social inequities. In others, entirely new practices have been introduced and refined, spurring new visions of work futures, as seen in creator culture, e-sports, and drop-shipping. In between, social fabrics are being rewoven as individuals and communities alike try to determine what kinds of work can be done successfully online and which require co-presence, and how they might change their practices accordingly.

This special issue will focus specifically on the role of technology-mediated communication in shaping the future of work, seeking to illuminate these work shifts and their consequences. We seek submissions that are rooted in empirical insights and center the role of communication technologies; we are particularly interested in papers that think big and speak to how different populations are differentially impacted by and responding to these shifts, including those outside North American and European contexts. Possible topics include but are not limited to:

  *   The role of Artificial Intelligence in new work arrangements and interactions
  *   Virtual workspaces, online collaborative environments, and other forms of computer-supported cooperative work
  *   New forms of human-machine interactions, such as customer service and health chatbots
  *   Technologies of hiring, retaining, evaluating, and firing
  *   Relational and informal dimensions of work relationships
  *   Worker well-being and organizational thriving
  *   Surveillance and privacy
  *   Measurement, data, analytics, and autonomy
  *   Blurring of domestic and work spheres
  *   New forms of organizations and collaborative networks
  *   Reshaping of collaboration participants and practices

The special issue will be published in the Journal of Computer-Mediated Communication (JCMC) starting in summer, 2023. JCMC is a fully open-access scholarly journal which publishes social science research on communicating using computer-based media technologies; see the recent Editor’s Note for more insight into the journal’s mission and scope. JCMC is broadly interdisciplinary, publishing work by scholars in communication, business, education, political science, sociology, psychology, media studies, information science, and other disciplines.

Those interested in submitting to this special issue should submit abstracts via the form at https://forms.gle/xbdVsYj7fSDwxPQ4A by March 1, 2022. The abstract should be no more than 500 words, not including references. Abstracts should identify the work’s primary theoretical approach, research questions or hypotheses, method(s) of data collection and analysis, and preliminary or anticipated findings. Invitations to submit full papers for full peer review will be extended by March 30, 2022 for September 15, 2022 submission of papers. JCMC uses a continuous publication model, so papers wi
 ll be published online as soon as they are ready, with the final publication date for the special issue anticipated to be summer, 2023.

Final papers should not exceed 10,000 words.

For questions, please email  futureofworkjcmc@umich.edu<mailto:futureofworkjcmc@umich.edu>

Call for Chapters – Teacher Education

Call for Chapters:
https://www.igi-global.com/publish/call-for-papers/call-details/5727

Proposals Submission Deadline: February 12, 2022
Full Chapters Due: June 12, 2022

Introduction
This publication is focused on teacher education, specifically, contemporary teacher education as it is researched and practiced within the current virtual age. Decades of research have shown that early-career teachers face a number of challenges and hold an increasingly wide set of responsibilities. Teacher educators, therefore, must think carefully about how to prepare early-career teachers for the profession. Additionally, however, the work of teaching and teacher education has become increasingly complex within the context of the current virtual age, including the prominent reality of social media and the significant possibilities of (and sometimes necessities for) online teaching and learning. The possibilities of the virtual age can serve as valuable resources for teachers and teacher educators; however, in order to utilize these resources responsibly and productively, researchers and practitioners of teacher education must better understand the new potentials and pitfalls related to teaching and learning that are present within this virtual age. This publication, therefore, focuses on innovations related to the researching of teachers, teaching, and teacher education as well as innovations in the curriculum and pedagogy of teacher education. The aim of this edited book is to inform and deepen discussions related to how teacher education can address the educational possibilities within this virtual age.

This publication will make a significant contribution to scholarship on teacher education by presenting a variety of evidence-based methods that can be used to develop and improve aspects of teacher education within this virtual age, including the curriculum and pedagogy of online teacher education as well as effective ways to prepare preservice teachers for the realities of online teaching and online learning. This publication will address the specific challenges, resources, and possibilities that exist for teacher educators and early-career teachers as they relate to teaching and learning in virtual, online contexts.

This publication will be useful for all programs of teacher education as well as for scholars of teacher education. This publication will provide practical strategies for the design of the curriculum and pedagogy of teacher education and will also present a variety of research methodologies that can be utilized to research the challenges and productive possibilities related to teacher education within the context of online teaching and online learning. This publication will serve as an especially timely and valuable resource for practicing K-12 educators who are currently working within virtual contexts as well as for teacher education programs that are increasingly preparing aspiring teachers for teaching and learning within the context of virtual classrooms.

Recommended Topics
1. Preparing preservice teachers for online teaching and learning 
2. Innovations in online teaching and online learning 
3. Challenges related to online teaching and online learning 
4. The use of social media in education 
5. Teacher social networks 
6. The curriculum and pedagogy of online teacher education 
7. The observation, assessment, and evaluation of teaching in the context of online teaching 
8. The assessment of student learning within the context of online teaching and online learning
 9. The use of data in online teaching and online learning 
10. Responsibilities of early-career teachers in contemporary society 
11. Challenges faced by early-career teachers in contemporary society 
12. Research methods that can be utilized to research the experiences of early-career teachers teaching in an online context 
13. Theoretical frameworks and philosophical frameworks that can be applied to analyze the experience of teaching in contemporary society 
14. Teacher-student relationships within the context of online teaching and online learning 
15. The use of instructional technology for teacher education
16. The use of instructional technology in the teaching and learning of specific subject matter and content areas 
17. The self-study of teacher education practices within the context of online teacher education 
18. The organizational structure of teacher education programs
19. Current trends in educational policy and teacher education program accountability

Submission Procedure
Researchers and practitioners are invited to submit on or before February 12, 2022, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by February 26, 2022 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by June 12, 2022, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Inquiries
Aaron Zimmerman
Texas Tech University
aaron.zimmerman@ttu.edu

Research, Practice, and Innovations in Teacher Education During a Virtual Age

Call for Chapters: https://www.igi-global.com/publish/call-for-papers/call-details/5727

Proposals Submission Deadline: February 12, 2022

Full Chapters Due: June 12, 2022

Introduction

This publication is focused on teacher education, specifically, contemporary teacher education as it is researched and practiced within the current virtual age. Decades of research have shown that early-career teachers face a number of challenges and hold an increasingly wide set of responsibilities. Teacher educators, therefore, must think carefully about how to prepare early-career teachers for the profession. Additionally, however, the work of teaching and teacher education has become increasingly complex within the context of the current virtual age, including the prominent reality of social media and the significant possibilities of (and sometimes necessities for) online teaching and learning. The possibilities of the virtual age can serve as valuable resources for teachers and teacher educators; however, in order to utilize these resources responsibly and productively, researchers and practitioners of teacher education must better understand the new potentials and pitfalls related to teaching and learning that are present within this virtual age. This publication, therefore, focuses on innovations related to the researching of teachers, teaching, and teacher education as well as innovations in the curriculum and pedagogy of teacher education. The aim of this edited book is to inform and deepen discussions related to how teacher education can address the educational possibilities within this virtual age.

This publication will make a significant contribution to scholarship on teacher education by presenting a variety of evidence-based methods that can be used to develop and improve aspects of teacher education within this virtual age, including the curriculum and pedagogy of online teacher education as well as effective ways to prepare preservice teachers for the realities of online teaching and online learning. This publication will address the specific challenges, resources, and possibilities that exist for teacher educators and early-career teachers as they relate to teaching and learning in virtual, online contexts.

This publication will be useful for all programs of teacher education as well as for scholars of teacher education. This publication will provide practical strategies for the design of the curriculum and pedagogy of teacher education and will also present a variety of research methodologies that can be utilized to research the challenges and productive possibilities related to teacher education within the context of online teaching and online learning. This publication will serve as an especially timely and valuable resource for practicing K-12 educators who are currently working within virtual contexts as well as for teacher education programs that are increasingly preparing aspiring teachers for teaching and learning within the context of virtual classrooms.

Recommended Topics

  1. Preparing preservice teachers for online teaching and learning
  2. Innovations in online teaching and online learning
  3. Challenges related to online teaching and online learning
  4. The use of social media in education
  5. Teacher social networks
  6. The curriculum and pedagogy of online teacher education
  7. The observation, assessment, and evaluation of teaching in the context of online teaching
  8. The assessment of student learning within the context of online teaching and online learning
  9. The use of data in online teaching and online learning
  10. Responsibilities of early-career teachers in contemporary society
  11. Challenges faced by early-career teachers in contemporary society
  12. Research methods that can be utilized to research the experiences of early-career teachers teaching in an online context
  13. Theoretical frameworks and philosophical frameworks that can be applied to analyze the experience of teaching in contemporary society
  14. Teacher-student relationships within the context of online teaching and online learning
  15. The use of instructional technology for teacher education
  16. The use of instructional technology in the teaching and learning of specific subject matter and content areas
  17. The self-study of teacher education practices within the context of online teacher education
  18. The organizational structure of teacher education programs
  19. Current trends in educational policy and teacher education program accountability

Submission Procedure

Researchers and practitioners are invited to submit on or before February 12, 2022, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by February 26, 2022 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by June 12, 2022, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Inquiries

Aaron Zimmerman

Texas Tech University

aaron.zimmerman@ttu.edu

Call for Chapter Proposals– Privacy and Remote Learning

Working book title: Privacy and Safety in Remote Learning Environments  

Proposal submission deadline: January 21, 2022 

Interdisciplinary perspectives are highly encouraged 

Topics may include but are not limited to: 

  • Privacy policies of 3rd party EdTech platforms (Google Classroom, Microsoft Teams, Schoology, etc) 
  • Parental “spying” and classroom privacy 
  • Family privacy and synchronous online schooling 
  • Online harassment among students (private chats, doxing, social media, etc) 
  • Cameras in student private spaces  
  • Surveillance of student online activities 
  • Exam proctoring software and privacy concerns  
  • Personally Identifiable Information in online learning systems and susceptibility to cybercriminals  
  • Privacy, storage, and deletion policies for recordings and data 
  • Handling data removal requests from students  
  • Appointing a privacy expert in schools, universities, or districts 
  • How and why to perform security/privacy audits 
  • Student attitudes about online privacy 
  • Instructor privacy/safety concerns 
  • Libraries: privacy policies of ebook platforms 
  • Libraries: online reference services and transcripts 
  • Identity authentication best practices 
  • Learning analytics and “big data” in higher education  

More details, timelines, and submission instructions are available at dsi.mtsu.edu/cfpBook2022