CALL
FOR CHAPTER PROPOSALS
Proposal
Submission Deadline: September 30, 2009
Full Chapter Submission Deadline: June 21, 2010
Educational
Technology, Teacher Knowledge, and Classroom Impact:
A Research
Handbook on Frameworks and Approaches
A book edited by
Dr. Robert N. Ronau, Christopher R. Rakes, University of Louisville, and Dr.
Margaret L. Niess, Oregon State University
To be published
by IGI Global: http://www.igi-global.com/requests/details.asp?ID=703
Introduction
Advancements
in technology have changed the way educators think about teaching and learning
(Heid, 2005). We do not yet know enough about the skills students need to gain
the most from technology-enhanced instruction, nor do we know enough about the
knowledge or skills teachers need to effectively integrate technology into
normal classroom practice (NCTM, 2000; National Research Council, 1996; Niess,
2005; Niess et al., 2008). Means, Wagner, Haertel, and Javitz (2003) identified
two major issues regarding the use of technology for instruction: the
pedagogical value of specific technology tools and the cumulative effects of
technology exposure over time on student learning. To address these issues, a
focus on specific sub-questions is needed to gauge the effectiveness of technology
as a teaching tool (e.g., what conditions foster learning with technology; what
pedagogical strategies promote learning with technology; what teacher
qualifications are related to content, technology, and implementation of
pedagogical strategies; and to what internal and external classroom constraints
must teachers attend when incorporating technology). The complex nature of
these questions requires carefully designed research, which is not only robust
and valid in its own sense, but also directly connects to an overarching, well
articulated framework thereby aligning with other studies. In that way,
multiple research efforts focusing on different aspects of teacher knowledge,
types of educational technology, and settings of implementation can be more
strongly linked in order to answer more robust questions.
Objective
of the Book
This
book seeks to provide a framework for evaluating and conducting educational
technology research, sharing research on educational technology in education
content areas, and proposing structures to guide, link, and build new
structures with future research. This project is guided by three frameworks to
serve as lenses and as interacting structures: Research Design; Technology,
Pedagogy, And Content Knowledge (TPACK); and Comprehensive Framework for
Teacher Knowledge (CFTK).
Target
Audience
Researchers
in educational technology, including post-secondary faculty and their students,
will comprise the prospective audience. Handbooks are especially important for
compiling high-quality, up-to-date research on topics such as educational
technology and teacher knowledge. Furthermore, handbooks are an essential
support in compiling the resulting literature and visioning future research
direction.
Recommended topics include, but are not limited to,
the following:
1) Research design frameworks, that is, quantitative, qualitative,
and mixed methodologies applied educational technology and teacher knowledge.
2) Teacher Knowledge Frameworks as applied to educational technology.
3) Educational Technology Frameworks.
4) Technology, Pedagogy, and Content Knowledge (TPACK) Framework.
5) Educational Technology in content areas:
a) Especially in Mathematics, Language Arts, Social Studies, Science,
Health/Physical Education, Career and Technical Education (CTE), or integration
of disciplines,
b) Teacher knowledge required to effectively use educational
technology for instruction,
c) Specific technology devices such as: Calculators, scientific
probes, wireless devices, and adaptive devices,
d) Types of educational technology software such as Web-based
applications, dynamic modeling software, computational software, communication
software, spreadsheets, and databases.
6) Future Role of Educational Technology for investigation,
exploration, organization, and connection. For example, given emerging
technologies, how should research be encouraged and conducted? What types of
questions require large-scale studies? What are the research roles of pilot
studies, case studies, small scale studies, and individual efforts with respect
of larger frameworks? What are the priorities for research in this area?
Submission
Procedure
Researchers and
practitioners are invited to submit on or
before September 30, 2009, a 1-2
page chapter proposal clearly explaining the mission and concerns of his or her
proposed chapter. Authors of accepted proposals will be notified by October
30, 2009 about the status of their proposals and sent chapter
guidelines. Full chapters are expected to be submitted by June 21, 2010. All
submitted chapters will be reviewed on a double-blind review basis.
Contributors may also be requested to serve as reviewers for this project.
Publisher
This book is scheduled to
be published by IGI Global (formerly Idea Group Inc.), publisher of the
“Information Science Reference” (formerly Idea Group Reference), “Medical
Information Science Reference,” “Business Science Reference,” and “Engineering
Science Reference” imprints. For additional information regarding the
publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2011.
Important Dates
|
Sept 30, 2009: |
Proposal Submission
Deadline |
|
October 30, 2009: |
Notification of Acceptance |
|
June 21, 2010: |
Full Chapter Submission |
|
August 5, 2010: |
Review Results Returned |
|
September 5, 2010: |
Revised Chapter
Submission |
|
October 31, 2010: |
Final Chapter Submission |
Inquiries and
submissions can be forwarded electronically (Word document) or by mail to:
Christopher R. Rakes
Institute of Education Sciences
Standards and Review Office
555 New Jersey Ave NW 604D
Washington, DC 20208
Phone: (202) 208-2408
E-mail: christopher.rakes@gmail.com