CALL FOR CHAPTERS
Proposal Submission Deadline: February 28, 2013
An Encyclopedia edited by Dr. Victor C. X. Wang, Florida Atlantic University, USA
To be published by IGI Global: http://bit.ly/11Tj2fc
In primitive societies, there existed education and technology that shaped those societies. When humans were hunters and gathers, they had to ensure that their skills, experience, and knowledge were passed on to the younger generations (normally their sons and daughters) so that they could survive and thrive. Education took the form of elders trying to initiate change in the younger generations. Indeed, that signifies the beginning of how education is defined in our society. Education has never been separated from technology. In the Stone Age, humans began to use stones or bones from certain animals to make tools for hunting. Humans used rudimentary means to make fires to cook their meals. The connection between education and technology has existed since primitive times. The more education humans receive, the more sophisticated the technology becomes. Likewise, the more sophisticated technology drives education to be more complex.
Human societies have been changing from the Stone Age to modern civilization (from primitive society, to the dark ages, to a long agrarian society, to industrialization, and finally to the post-industrialized society we currently live in), and these changes have taken several thousand years. Early formal education took the form of training scribes to copy documents from other documents in Egypt. Technology took the form of Egyptians having invented their picture-writing system called hieroglyphics. Although labeled as formal education, this kind of training could not meet the requirements of industrialization where a large pool of trained workers was needed. At the beginning of industrialization, the power loom, the locomotive, the sewing machine, and the telegraph were invented. The railroad system was developed. All these technologies put a strain on formal education, which was described as manual training at the time.
For thousands of years, students, including adult students, have been educated and trained according to the levels of technological developments in their societies. When did we get rid of the chalk board in our classroom settings? Even to this day, although computers have become ubiquitous in our classrooms, the chalkboard is still being used to complement and supplement the use of computers. This is not to say that the chalkboard will never become obsolete. Someday, it may be replaced by a new technology, such as Smart Boards, via which our instructors can demonstrate the teachings of any formulae in Math, Physics, or Chemistry. With educational and technological developments over time, there came into being great educators who have shaped the thinking of generations. From Aristotle, Plato, Confucius, Comenius, and Pestalozzi to Dewey and Knowles, these great educators have prescribed teaching methodologies that have helped make a difference in the education of our younger generations. Aristotle’s saying about education has been interpreted in different languages. In Chinese, it is understood as educators being able to teach or sharing a cup of water out of a bucket only if they have a full bucket of knowledge, experience, and skills. Comenius is considered as the father of pedagogy; he believed that the children should learn from things to words. Pestalozzi is considered as the father of manual training, and Dewey popularized a problem solving approach to education and “learn by doing,” which was actually advanced two thousand years ago by Confucius. All these methods of education have focused on pedagogy instead of andragogy; andragogy has brought revolution to education and training. Indeed, the revolution brought to education and training was considered as the chief contribution of the father of adult education, Malcolm Knowles. In this post-industrialization society characterized by the fast pace of change, it is no longer appropriate to emphasize the verb “teach” even in our elementary schools where children are capable of multi-tasking. Some are able to teach themselves regarding the use of a new technology such as the iPad intuitively. Self-directed learning as a learning skill or style is possessed not only by adults, but also by children. Times have changed and our students have changed the way they acquire knowledge, skills, and experience. Educators and parents alike must be concerned with how students can be “educated” in this changing technological society. If it is not appropriate to use the verb “educate,” then what would be the new term to replace it? If instructors are not supposed to “teach” students, can the verb “facilitate” be used to replace it on all occasions? One conspicuous change in our changing society is that education in the 21st century is often delivered electronically. College courses are being delivered through computer screens to bring convenience and flexibility unimagined 30 or 40 years ago. E-learning powered by technology has permeated our elementary schools, middle schools, and high schools. Education without the proper use of technology in the new century would be unthinkable, yet in some societies, schools ban laptops from schools. A famous U.S. journalist once said, “you think you know the situation, but the situation you know has changed.” What is conveyed in this message reinforces that change is the constant in our society. Above all, education and technology are the primary drivers of our changing society. A Chinese proverb indicates, “if you want one year of prosperity, grow grain; if you want ten years of prosperity, grow trees; if you want one hundred years of prosperity, grow people (education).” Indeed, education is for our long term development of our changing society, and technology invented by humans serves to complement and supplement education.
Educators and scholars enjoy labeling themselves as “K-12 educators,” “human resource development instructors,” “adult educators,” or “Kings or Queens” of the use of technology in the new century. In fact, learners, regardless of their age differences, acquire knowledge, skills, and attitudes through the same senses. The only difference lies in the context in which adults learn and the context in which pre-adults learn. Technology used to be sophisticated and difficult to operate. Now, as humans receive more education, it has become much easier to use technology. Ten years ago, web developers had to use computer language to launch websites; now, a fifth grader can create a website by using Word Press in 20 minutes. Therefore, it is no longer appropriate to label ourselves as educators at a certain level. Then, is it appropriate to use the term K-20 education, or even K-70 education, to describe our roles as educators in the field of education and technology? The mission of this definitive book is to have all leading authors with a diverse educational and technological background address pertinent perennial issues and concerns involving education and technology in our changing society. Too many books have focused narrowly on certain segments of education and technology. Thus far, we cannot find an encyclopedia that addresses in depth and with breadth the pertinent perennial issues and concerns that help push forward our society. Such a book may sound ambitious. Given your expertise in education and technology, a multiple volume encyclopedia can be turned into a reality. Should you review the theme of this book, you would not need my suggested specific chapter titles regarding education and technology in a changing society. I welcome and embrace your research topics, knowing that you have been conducting research regarding those issues and concerns you truly wish to address.
Objective of the Encyclopedia
The Encyclopedia of Education and Technology in a Changing Society will feature full length chapters (around 5,000 words per chapter) authored by leading experts offering an in-depth description of concepts related to different areas, issues, and trends in education and technology at all levels in this changing society. Additionally, this volume will provide a compendium of terms, definitions, and explanations of concepts, processes, and acronyms.
Given the broad theme of this volume, contributing authors may determine their own research topics and send their chapter proposals to the editor for consideration for inclusion in the volume. This volume intends to address all pertinent issues and concerns in education and technology in our changing society. As long as you practice in the field of education and technology, send to the editor what you believe are important research topics waiting to be developed.
Researchers and practitioners are invited to submit on or before February 28, 2013 a chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. More than one chapter proposal from well-established researchers and practitioners is welcome. Authors of accepted proposals will be notified by March 15, 2013 through April 10, 2013 about the status of their proposals and sent guidelines. Full chapters are expected to be submitted by June 30, 2013. All submitted chapters will be reviewed in a double-blind review process. Contributors may also be requested to serve as reviewers for this project.
This encyclopedia is scheduled to be published by IGI Global. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in late 2013 or early 2014.
February 28, 2013: Proposal Submission Deadline
March 15 – April10, 2013: Notification of Acceptance
June 30, 2013: Full Chapter Submission
July15, 2013: Review Results Returned
July, 30, 2013: Final Chapter Submission
Editorial Advisory Board Members:
Cynthia J. Benton, State University of New York, USA
Stephen D. Brookfield, University of St. Thomas, Minneapolis, MN, USA
Patricia Cranton, University of New Brunswick, Canada
Leona English, St. Francis Xavier University, Canada
John Henschke, Lindenwood University, USA
John Hope, University of Auckland, New Zealand
Catherine McLoughlin, Australian Catholic University, Australia
Olutoyin Mejiuni, Obafemi Awolowo University Ile-Ife, Nigeria
Peter Mayo, University of Malta, Republic of Malta
Vivian Mott, East Carolina University, USA
Pat Maslin-Ostrowski, Florida Atlantic University, USA
Judith Parker, Columbia University, USA
Gregory Petty, University of Tennessee, USA
Lawrence Tomei, Robert Morris University, USA
Teresa Torres-Coronas, UniversitatRoviraiVirgili, Spain
Maria Witte, Auburn University, USA
Inquiries and submissions can be forwarded electronically (Word document) to:
Victor C.X. Wang at email@example.com
Chapter Organizational Guidelines (word count per chapter: around 5,000)
For consistency, it is best that you adhere as much as possible to the following guidelines when preparing your research paper:
As academic research paper, your paper will need to include an abstract, consisting of approximately 100-150 words, which will provide your readers with an overview of the content of your paper. It is important that your abstract clearly states the purpose of your paper and summarizes the content.
In this section, you will want to describe the general perspective of your paper. Toward the end of the introduction, you should specifically state your paper’s objectives.
In the section, you’ll want to provide broad definitions and discussions of the theory(ies) and incorporate views of other theorists into the discussion to support, refute, or demonstrate your position on the topic.
Main Thrust of your chapter/article (this should not be your section title; you determine a title based on the content of your main argument)
Here, you’ll want to present your perspective on the issues, controversies, problems, and so forth, as they relate to the theme and arguments supporting your position. Compare and contrast with what has been, or is currently being done, as it relates to your specific topic and the main theme of the book. You should discuss solutions and recommendations in dealing with the issues, controversies, or problems presented in the preceding section. Use other researchers’ and scholars’ findings to support or refute your position on the topic. The major concern is to voice your own critiques or analysis. When using other people’s work, synthesize it.
Future Trends section must include the following:
In this section, you should discuss future and emerging trends. You should provide insight about the future of the book’s theme from the perspective of your topic. Viability of a paradigm, model, implementation issues of proposed programs, and so forth, may be included in this section. If appropriate, you may want to suggest future research opportunities within the domain of the topic.
Here, you should provide a discussion on the overall coverage of the paper and include your concluding remarks.
References (comb through till you come to the page where you have key terms for your chapter)
It is your responsibility to ensure that all information in your paper that is taken from another source is substantiated with an in-text reference citation. Please also note that your references must strictly follow APA (American Psychological Association) style. References should relate only to the material you actually cited within your paper (this is not a bibliography), and they should be listed in alphabetical order. Please do not include any abbreviations. As far as the number of references is concerned, although there is no “magic” adequate number of references, your paper should be supported by at least 15-25 fully documented references.
While some examples of references in APA style are included in the following pages, it is highly recommended that you reference an actual APA style manual (6th edition). If you do not own an APA style manual, you may either 1) consult your library or 2) visit APA’s Web site to order your own copy: http://www.apastyle.org/pubmanual.html. It may also benefit you to consult the following pages of APA’s Web site for frequently asked questions and other tips:
Properly formatting sources in your reference list
Book with one author:
Author, A. A. (2005).Title of work (only first letter upper case).Location/City, State: Publisher.
Book with two authors:
Author, A. A., & Author, B. B. (2005).Title of work.Location/City, State: Publisher.
Book with more than two authors:
Author, A. A., Author, B. B., & Author, C. C. (2005).Title of work.Location/City, State: Publisher.
Sawyer, S., & Tapia, A. (2005). The sociotechnical nature of mobile computing work: Evidence from a study of policing in the United States. International Journal of Technology and Human Interaction, 1(3), 1-14.
A publication in press:
Junho, S. (in press). Roadmap for e-commerce standardization in Korea.International Journal of IT Standards and Standardization Research.
Zhao, F. (Ed.).(2006). Maximize business profits through e-partnerships.Hershey, PA: IRM Press.
Paper in an edited book:
Jaques, P. A., &Viccari, R. M. (2006).Considering students’ emotions in computer-mediated learning environments. In Z. Ma (Ed.), Web-based intelligent e-learning systems: Technologies and applications (pp. 122-138). Hershey, PA: Information Science Publishing.
Report from a university:
Broadhurst, R. G., &Maller, R. A. (1991).Sex offending and recidivism (Tech. Rep. No. 3).Nedlands, Western Australia: University of Western Australia, Crime Research Centre.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska Symposium on Motivation: Vol. 38. Perspectives on motivation (pp. 237-288). Lincoln: University of Nebraska Press.
Unpublished doctoral dissertation or master’s thesis:
Wilfley, D. (1989). Interpersonal analyses of bulimia: Normal-weight and obese. Unpublished doctoral dissertation, University of Missouri, Columbia.
A presented paper:
Lanktree, C., &Briere, J. (1991, January).Early data on the Trauma Symptom Checklist for Children (TSC-C).Paper presented at the meeting of the American Professional Society on the Abuse of Children, San Diego, CA.
VandenBos, G., Knapp, S., & Doe, J. (2001). Role of reference elements in the selection of resources by psychology undergraduates.Journal of Bibliographic Research, 5, 117-123. Retrieved from http://jbr.org/articles.html
Properly formatting in-text citations
When citing a source in your text, you will need to state the authors’ surnames along with the year of publication. Please note the following:
� If you have several references cited within the same parenthesis, the citations should be listed in alphabetical order. You’ll note that 1) each citation is separated by a semicolon, and 2) ampersands (&) are used instead of the word “and.”
Example: In most organizations, data resources are considered to be a major resource (Brown, 2002; Krall & Johnson, 2005; Smith, 2001).
� If an author’s name is mentioned directly within the text of your paper as part of a sentence, please note that only the year is placed within parenthesis.
Example: Brown (2002) states that the value of data is recognized by most organizations.
� If you directly quote another individual’s work, you must also provide the page of the source from which the quote was taken.
Example:“In most organizations, data resources are considered to be a major organization asset” (Smith, 2001, pp. 35-36) and must be carefully monitored by the senior management.
Example:Brown (2002) states that “the value of data is realized by most organizations” (p. 45).
� Under NO circumstances should in-text citations be numbered.
Incorrect: In most organizations, data resources are considered to be a major resource [15; 30; 84].
Correct: In most organizations, data resources are considered to be a major resource (Brown, 2002; Krall & Johnson, 2005; Smith, 2001).
� If a direct quote that you wish to include in your paper is more than 40 words long, please be sure to format your quote as a block quote (a block quote uses no quotation marks, and its margins are indented from the left; also, you’ll notice that the period at the end of the sentence comes before the parenthetical in-text citation):
Example: As an ever-growing number of people around the world have gained access to e-mail and Internet facilities, it has become clear that the communicative environment provided by these tools can foster language learning. E-mail facilitates access to speakers of one’s target language. (Vinagre&Lera, 2007, p. 35)
Key Terms and Definitions
List 7-10 key terms from your chapter and define them in your own words.