The New Educator: Call for Manuscripts Themed Issue: Teacher Education in the Online Environment

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:

  • Creating meaningful fieldwork/clinical experiences for teacher candidates when P-12 in-person schools are not available
  • Observing student teachers when they are teaching synchronously and asynchronously
  • Designing methods courses, with their associated embodied, enacted practices, in the online environment
  • Providing anti-racist curriculum and addressing equity in the design and implementation of online teacher education
  • Considering how to mirror in teacher education those technological platforms used in P-12 settings
  • Modeling online teaching practices that P-12 teachers may find hard to implement due to lack of access in schools and districts
  • Using technology to foster the professional development of teacher educators through, for example, peer faculty observations, and virtual seminars to support faculty learning. 

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


  • Full research manuscripts that should not exceed 6500 words, and please see other manuscript guidelines here .
  • Article should be in consonant with the scope and aims of The New Educator.  See full description here .
  • The New Educator receives all manuscript submissions electronically via its ScholarOne Manuscripts site located here.  

For more information contact Laura Baecher ( and Julie Horwitz (

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Call for Papers: Special Edition will showcase lessons learned from responses to closure of campuses

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

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The Administration of Online Programs in Statewide Systems: A Case Study of The University System of New Hampshire

Chris L. LaBelle
Colorado State University

Patrick R. Lowenthal
Boise State University

Kerry Rice
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.

Full Article

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Call for Articles on COVID-19 – Special Issue of Online Learning

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:

  • Instructor or learner readiness for emergency transition
  • Teacher education or professional development to support emergency transition
  • Assessing challenges and successes of the transition
  • Technologies that impacted the success of transition
  • Non-academic factors that impacted the success of transition
  • Maintaining social, teaching, or cognitive presence in a time of emergency
  • Learner achievement, satisfaction, and retention in a time of emergency
  • Designing for culturally-diverse learners in a time of emergency
  • The distinction between planned versus emergency-transition online courses
  • How emergencies provide lessons for “business as usual” online learning
  • How “business as usual” online learning best practices can inform planning and preparation for future emergencies

Qualitative, quantitative, and mixed methods research articles (including systematic reviews) are welcome.

Submission Guidelines
To notify us of your intent to submit, please send your abstract for review to Shanna Jaggars, jaggars.2 at

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:

For detailed assistance with APA style, refer to Purdue Online Writing Lab:

Please note that contributors will also be requested to serve as reviewers for this project.

Preliminary Timeline:

  • Indicate intention to submit to Special Issue by July 10th (Send author information, contact details, and abstract to Shanna Jaggars)
  • Invited authors notified by July 24th
  • Submit full manuscript through the OLC journal system by September 18th
  • Manuscripts sent out for review between September 21-23rd
  • Return reviews to editors on October 9th
  • Feedback from special issue editors by October 23rd
  • Return revised articles to editors by November 20th
  • Additional revisions as requested (date TBD)
  • Send manuscripts for copyediting on December 18th (absolute last day to be included)
  • Special Issue published March 2021 (anticipated)

 *Final acceptance notifications will not be delivered until after revised manuscripts have been submitted.

Special Issue Editors
Dr. Shanna Jaggars

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Call for papers — Emergency Remote Education: methodological, technological, organizational and policy issues

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:

  • Methodological approaches for Emergency Remote Education (ERE)
    • Assessment approaches for ERE
    • Inclusion and exclusion issues related to ERE
    • Learning and teaching dynamics before, during and after ERE
    • Self-Regulated Learning in ERE
    • Formal and informal learning in ERE
    • Emotional and psychological aspects of ERE
    • Responsible Research and Innovation in times of ERE
  • Technological environments for ERE
    • Schools’ technological infrastructures for ERE
    • Higher Education preparedness for ERE
    • Portable devices and ERE
    • Role of social media in ERE
    • Learners’ and educators’ data use during and beyond ERE
  • Organization and policies of ERE
    • School organization and policies for ERE
    • Higher Education organization and policies for ERE
    • ERE logistics
    • ERE legacy

Contributions of the following types are welcomed:

  • Theoretical articles (about 6,500 words)
  • Research articles (about 6,500 words)
  • Reviews of the literature (about 6,500 words)

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 <>
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Call for Proposal Special Section: Designing for Learning in a Pandemic

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

More information at:

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8 Lessons Learned from Teaching Online

EDUCAUSE just shared this (from 2013)

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Call for Chapters: Game-based Learning Across the Disciplines

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 ( 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:

Please forward your inquires and submissions to:
Professor Carmela Aprea, Email:
Professor Dirk Ifenthaler, Email:

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Call for Proposals: Visual Media for Global Learning

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,

Brad Hokanson,

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Call for Papers for Special Issue: Learners and Learning Contexts

Learners and Learning Contexts: International Perspectives on New Alignments for the Digital Age

Special Issue Editors
Dr. Joke Voogt, Professor of ICT and Curriculum, University of Amsterdam, The Netherlands  –

Dr. Gerald Knezek, Professor of Learning Technologies, University of North Texas, USA  –


Educational researchers and policy makers have long known that research findings can take as long as one generation to become established in practice. The International Summit on ICT in Education (EDUSummIT) was founded in 2009 with the goal of fast tracking educational technology research findings from around the world into locally relevant policies and practices. EDUsummIT is an invitational summit focusing on the integration of Information and Communication Technology in education, meeting every two years. Approximately 100 – 150 key stakeholders, (policymakers, practitioners and researchers) from all over of the world are invited to discuss challenges and research-informed and practice- based strategies to effectively implement technology into teaching and learning. EDUsummIT emerged from the International Handbook on Information Technology in Primary and Secondary Education (Voogt & Knezek, 2008; Voogt, Knezek, Christensen & Lai, 2018). The sixth EDUsummIT, EDUSummIT 2019, was held in Quebec City, Canada (Laval University hosting) and had as its theme Learners and Learning Contexts: New Alignments in the Digital Age. This theme is the focus of this special issue for ETRD.

Learners and Learning Contexts: New Alignments in the Digital Age

New developments in Information and Communication Technology (ICT) are changing knowledge representations, creating new forms of human computer interactions, blurring formal and informal learning, changing leadership patterns and so forth, often resulting in various types of misalignments between learners and learning contexts.  To help policymakers, practitioners and researchers develop effective strategies to make the best use of (ever changing) technologies in education there is a need to identify promising new alignments based on what is already known from global evidence. During EDUsummIT 2019, this theme was elaborated by thirteen thematic working groups that focused on the following topics where specific misalignments often occur (see ACTION AGENDA,

  • Technology developments: how human computer interactions change with technological innovation.
  • Learners as learning leaders: how does leadership for learning emerge beyond the traditional teaching models?
  • Creativity for teachers and teaching.
  • Machine thinking and learning: ways in which they could be good for human learning.
  • Safe and responsible internet use in a connected world: Teaching critical thinking and accountability to promote cyber-wellness.
  • Putting learning back into learning analytics: optimizing learning through analyzing the data. 
  • Connected learning: online human interaction and interaction with digital resources. 
  • Pedagogical reasoning and reflective practice: a framework for teaching in a digital age.
  • Advancing models and theories of technology integration: implications for practitioners and policy makers.
  • New paradigms for researching digital technologies: achieving scalability and sustainability. 
  • Cross-cultural alignments, fertilization, differentiation: bridging the gaps through technology.
  • National policies in curriculum reforms: what makes a quality curriculum in a technological era?
  • Knowledge building/knowledge creation in the school classroom and beyond

For this special issue we seek papers that that provide evidence-informed implications on one of these topics for policy and/or practice.

Focus & Scope

The special issue intends to publish papers about international perspectives on one of the topics mentioned above. The international perspective can be shown, for instance, through inclusion of a broad international review of the literature on the topic, or through the inclusion of evidence-informed examples or lessons learned representing different (geographical) contexts. For the international perspective it is not enough to have an international group of authors. In addition we are looking for papers that provide evidence-informed implications for policy and/or practice.

Examples of potential contributions may include:

  • Conceptual articles that offer new lenses or models for researching the topics, and that have important implications for both future research and practice
  • Practical papers, embedded in theory and focusing on evidence-informed examples/lessons for policy and practice
  • Literature reviews showing the state of the art of the topic under study, resulting in a research agenda

Examples of typical contributions

Voogt, J., Fisser, P., Good, J., Mishra, P. & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice Education and Information Technologies, 20,4, 715-728. DOI: 10.1007/s10639-015-9412-6

Lai, K.-W, Khaddage, F. & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29, 414–425

Webb, M.E., Prasse, D., Phillips, M., Kadihevich, D.M., Angeli, C., Strijker, A., Carvalho, A.A., Andresen, B.B., Dobozy, E., Laugesen, H. (2018). Challenges for IT?Enabled Formative Assessment of Complex 21st Century Skills. Technology, knowledge and learning. Technology, Knowledge and Learning, 23(3), 441–456.

Important Dates

January 30, 2020 – Outline of proposed paper due to the Guest Editors (max 750 words). Submit by e-mail to the Guest Editors at plus

February 15, 2020 – Invitation for elaboration of outline into first draft returned for proposals selected based on alignment with and potential contributions to theme.

May 1, 2020 – First draft of paper due. Submit manuscript via Editorial Manager (

July 1, 2020 – Review completed and author notified of decision.

September 1, 2020 – Revised manuscript due.  Submit via Editorial Manager.

November 1, 2020 – Feedback due to author on revised manuscript.

December 1, 2020 – Final manuscript due by author to Editorial Manager.

January 1, 2021 – Final manuscript accepted and sent to publisher.

Early 2021  — Publication of paper in Online First.

Submission Information
Please prepare your manuscript following the Instructions for Authors on the journal homepage (

Submit your manuscript via Log into Editorial Manager. Select New Manuscript. Select Article Type  “S.I.: Theory in Learning Design and Technology Research and Practice.”


Voogt, J. & Knezek, G. (Eds.) (2008). International Handbook of Information Technology in Primary and Secondary Education. New York: Springer.

Voogt, J., Knezek, G., Christensen, R., & Lai, K-W. (Eds.) (2018). Second handbook of information technology in primary and secondary education. Springer International Handbooks of Education. Cham, Switzerland: Springer.

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