Category Archives: K-12

Distance Education special issue: Distance Education Across Critical Theoretical Landscapes

The  purpose  of this  special  themed  issue  is  to provide  a  venue  for scholars, researchers, instructional  designers, and classroom  teachers  to engage  with critical  theories  and diversity in open, flexible  and technology-mediated distance  learning environments.  To provide  the  most opportunity for inclusion, we  invite  submissions  that  consider a  wide  variety of technologies, pedagogies,  modes  and settings  (e.g., K-12, higher education, and industry/corporate  settings). We encourage  submissions  that  represent  the  theoretical  landscape, and which demonstrate  the breadth and depth of theoretical  lenses  that  have  been historically underrepresented. This includes, but  is  not  limited to the  following:  critical  race  theory, critical  pedagogies, disability studies, feminisms, heutagogy, and LGBTQIA+ studies. Finally, we  invite  a  variety of research paradigms  as  well  as  theoretical  pieces, meta-analyses, and strategic  reviews  of the literature.
More information can be found here: https://t.co/ 5WZg7UpOUkqncapes

Pennsylvania Educational Technology Expo and Conference (PETE&C)

February 23-26. 2020

David L. Lawrence Convention Center

Pittsburgh, PA

The Pennsylvania Educational Technology Expo and Conference (PETE&C) is a statewide event that provides quality programs focused on technology in the educational field. Each year, hundreds of exhibitors showcase their latest technology products and services to the vast audience of teachers, administrators, technology directors, librarians, and more, including those in higher education. Monday and Tuesday mornings kick off with keynote speakers that will both educate and inspire you. Throughout the three days, you can attend concurrent sessions and student showcases. There is something for everyone at PETE&C!

There are fantastic opportunities to hear presentations and share learning with others who have great ideas and are doing wonderful things with technology and learning.  You also do great things!  So, please consider sharing with others as a presenter at the 2020 conference

The deadline for submitting a proposal to be a presenter at the 2020 conference is July 15th.  As the primary presenter, if chosen, you will receive a free full conference registration.

If you plan to submit a proposal, it must be completed and submitted by midnight, July 15th.

Use the link below or go to http://peteandc.org to enter your proposal

https://www.peteandc.org/proposal_submission.cfm

Global Learn

Princeton-Mercer, NJ

July 10-12, 2019

Proposals due: March 15, 2019

Global Conference on Learning and Technology is an online conference, organized by the Association for the Advancement of Computing in Education (AACE).

This annual conference serves to further the advancement and innovation in learning and technology. As the educational world becomes increasingly global, new ways to explore, learn, and share knowledge are needed. Global Learn is a means to connect and engage creative educators, researchers, consultants, training managers, policy makers, curriculum developers, entrepreneurs, and others in the topics and fields in which they are passionate. Global Learn offers an opportunity to meet and discuss their ideas, findings, and next steps.

Global Learn, the premiere international conference in the field, spans all disciplines and levels of education and is expected to attracts many leaders in the field from 70+ countries around the world.

We invite you to attend Global Learn and submit proposals for presentation.The Conference Review Policy requires that each proposal will be peer-reviewed by for inclusion in the conference program, proceedings book, and online proceedings available on LearnTechLib–The Learning and Technology Library.

TOPICS

The scope of the conference includes, but is not limited to, the following major topics as they relate to Learning and Technology. Sub-topics listed here.

  1. Advanced Technologies for Learning and Teaching
  2. Assessment and Research
  3. Educational Reform, Policy, and Innovation
  4. Evaluation and Quality Improvement Advances
  5. Global Networks, Partnerships, and Exchanges
  6. Innovative Approaches to Learning and Learning Environments
  7. Open Education
  8. Technologies for Socially Responsive Learning
  9. Virtual and Distance Education

Proceedings

Accepted papers will be published in the Proceedings as well as in LearnTechLib, The Learning and Technology Library. These publications will serve as major sources of information for the community, indicating the current state of the art, new trends and new opportunities.

Selected papers may be invited for publication in may be invited for publication in AACE’s respected journals.

Please note that reviewers may reject submissions if the written product shows exceedingly poor grammar or structure. For this reason, all papers and presentations—especially those written by non-native English speakers—should be proofread or copyedited prior to submission.

Paper Awards

Papers present reports of significant work or integrative reviews in research, development, and applications. All presented papers will be considered by the Program Committee for Outstanding Paper Awards. There will also be an award for Outstanding Student Paper (therefore, please indicate with your submission if the primary author is a full-time student).

See previous award papers featured in LearnTechLib, The Learning and Technology Library.

To request further information and keep informed about the Global Learn Conference, click here.

If you have a question about the Global Learn Conference, please send an e-mail to AACE Conference Services

Leveraging Technology for the Improvement of School Safety and Student Wellbeing

Proposal Submission Deadline: February 12, 2019

A book edited by Dr. Stephanie Huffman, Dr. Stacey Loyless, Dr. Shelly Allbritton, and Dr. Charlotte Green (University of Central Arkansas)

Introduction
Technology permeates all aspects of today’s school systems. An Internet search on technology in schools can generate millions of website results. The vast majority of these websites (well over 8,000,000 results for one simple search) focuses on advice, activities, and uses of technology in the classroom. Clearly teaching and learning with technology dominates the literature and conversations on how technology should or could be used in classroom settings. A search on school safety and technology can produce more than 3,000,000 results with many addressing technological tools such as video cameras, entry control devices, weapon detectors, and other such hardware. However, in recent times, cyberbullying appears to dominate the Internet conversations in references to school safety. With an increase in school violence in the past two decades, school safety is a fundamental concern in our nation’s schools. Policy makers, educators, parents, and students are seeking answers in how best to protect the physical, emotional, and social well-being of all children.

 

Objective of the Book
The proposed edited book covers the primary topic of P-12 school safety and the use of technology and technology used for fostering an environment in which all students can be academically successful and thrive as global citizens.  School safety is defined as the physical, social, and emotional well-being of children. The book will comprise empirical, conceptual and case based (practical application) research that craft an overall understanding of the issues in creating a “safe” learning environment and the role technology can and should play; where a student’s well-being is valued and protected from external and internal entities, equitable access is treasured as a means for facilitating the growth of the whole student, and policy, practices, and procedures are implemented to build a foundation to transform the culture and climate of the school into an inclusive nurturing environment.

Target Audience
The target audience is leadership and education scholars, leadership practitioners, and technology coordinators.  This book will be used as a collective body of work for the improvement of K-12 schools and as a tool for improving leadership and teacher preparation programs. School safety is a major concern for educators.  Technology has played a role in creating unsafe environments for children; however it also is an avenue for addressing the challenges of school safety

Recommended topics include, but are not limited to, the following:

Section I – Digital Leadership

  • Technology as a Climate and Cultural Transformation Tool
    • School Leadership in the Digital Age: Building a Shared Vision for all Aspects of Learning and Teaching
  • Ensuring Equity within a “One to One” Technology Framework
    • Infrastructure within Communities
    • Accessible WiFi for Low SES Students
    • Developing Culturally Responsive Pedagogy
  • Professional Development for School Leaders

Section II – Well Being

  • Social Media and School Safety: Inputs and Outputs
    • Tip lines: Crime, Bullying, Threats
    • Communication and Transparency
    • Platform for Social Justice
  • Teaching Strategies to Promote Healthy Student Interactions in Cyberspace (Digital Citizenship?)
    • Building Capacity and Efficacy, Platform to lower incidence of Cyber-Bullying, Boosting Instructional Engagement
  • Literacy and Preparedness for the Influence and Consequence of Digital Media Marketing Campaigns directed toward Children, Adolescents, and Teens.
  • Pioneering Innovative Technology Program in Curriculum: Fostering “Belonging” beyond Athletics & Arts.

Section III- Infrastructure Safety

  • Campus/Facility Safety and Security
    • Rural Schools vs. Urban Schools
    • Digital A/V Systems
    • Background Check – Visitor Registration (i.e. Raptor)
  • Network Security Systems and Protocols
    • User Filtering and Monitoring
    • Firewalls
  • Policy
    • Appropriate use policies
    • Digital Citizenship
    • Web development policy
    • Privacy
    • Intellectual Property & Copyright

Section IV – Academic Success

  • Professional Development for Classroom Teachers
    • Pedagogical Integration of Technology
    • Instructional Coaching for Student Engagement
    • Increase Rigor with Technology
    • Competence in the Blended/Hybrid/Flipped Classroom
  • Technology to enhance learning for all
    • Assistive Technology
    • Accessibility issues
    • Internet access for Low SES Students in the Blended/Hybrid/Flipped Classroom
  • Personal Learning Design
    • Differentiation for Student Efficacy
    • Strategies for Increasing Depth of Knowledge
    • Design Qualities for Enhanced Engagement

Submission Procedure
Researchers and practitioners are invited to submit on or before February 12, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the purpose, methodology, and a brief summary findings of his or her proposed chapter. Authors will be notified by March 12, 2019 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by June 12, 2019, and all interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. See Edited Chapter Template. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Leveraging Technology for the Improvement of School Safety and Student Wellbeing. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery®TM online submission manager. USE THE FOLLOWING LINK TO SUBMIT YOUR PROPOSAL.  https://www.igi-global.com/publish/call-for-papers/call-details/3709

Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2020.

Important Dates
February 12, 2019: Proposal Submission Deadline
March 12, 2019: Notification of Acceptance
June 12, 2019: Full Chapter Submission
August 10, 2019: Review Results Returned
August 10, 2019: Final Acceptance Notification
September 7, 2019: Final Chapter Submission

Inquiries can be forwarded to
Dr. Stephanie Huffman
University of Central Arkansas
steph@uca.edu or 501-450-5430

Makerspaces for Innovation and Research in Academics (MIRA)

CALL FOR PROPOSALS NOW OPEN!!!

Submit proposals here: https://goo.gl/forms/lBf3NchJGU98pelJ3

The Makerspaces for Innovation and Research in Academics (MIRA) conference planning Committee seeks proposals for its second annual conference at University of La Verne, La Verne, CA on July 10-11, 2019.

The MIRA Conference seeks to bring together a group of makers, librarians, educators and practitioners for a day of presentations, workshops, discussions and networking. We encourage participation from all types of libraries, institutions and organizations.

Sessions can include, but are not limited to, the following areas:

·         How to set up a makerspace (costs, safety, staffing, training, location, value and buy-in, etc.)

·         How universities and schools are facilitating learning through making (hands-on training, integration into the curriculum, etc.)

·         Role of makerspaces in libraries and museums

·         How makerspaces inspire innovation and entrepreneurship (prototyping, disruptive technologies)

·         Future directions of makerspaces in education

·         Maker projects and concepts relating to machine learning, artificial intelligence, virtual reality and augmented reality

·         Environmental effects of makerspaces and systems put in place to reduce impact

·         Assessment of makerspaces and making

·         Using makerspaces to create partnerships

·         Civic and community engagement in makerspaces

Session Types (Active learning and interactive sessions are encouraged):

·         Pre-Conference Workshop (3 hours): An in-depth, interactive, hands-on, deeper and thorough exploration of a topic. Presenter will need to

bring their own equipment and supplies.

·         Workshop (45 mins): A hands-on training session. Presenter will need to bring their own equipment and supplies.

·         Lightning Talk (5 mins): A 5 minute session to share a quick overview of your ideas, experience, and programs.

·         Presentation (20/45 mins): A session that can include ideas, experiences, original research, engaging discussion questions or activities.

·         Roundtable Discussion (45 mins): A session that offers conversations in a casual, round table setting.

·         Panel Discussion (45 mins) : A session that brings together 2-5 presenters into a cohesive conversation intended to engage audience members.

·         Makerspace Exhibit (30 mins): A session that offers an opportunity to showcase your makerspace and its programming and services in an informal setting.

Proposal Submission Deadline: Feb 19, 2019

Notification of Acceptance: April 15 2019

Conference Registration Opens: Mar 18, 2019

If you have any questions, contact Vinaya Tripuraneni, Planning Committee Chair, atvtripuraneni@laverne.edu.

Educational Technology Research & Development Special Issues Proposals

General Call for Special-Issue Proposals — ETR&D

General Call for Special-Issue Proposals — ETR&D

Educational Technology Research & Development (ETR&D) is soliciting Special-Issue proposals.

This call is open, and all submissions will be reviewed quarterly. The Research, Development, and Cultural and Regional Perspectives Editors will manage the proposal review process.

We invite your proposal which should contain: (a) Guest Editor(s)’ name(s), 2-page CV(s), and contact information; (b) Special-Issue title; (c) Special-Issue focus, scope, and rationale; (d) likely authors (they need not be confirmed in a proposal) and/or a process for recruiting authors who can deliver good papers; (e) a sample publication or a potential contribution if available; and (f) likely reviewers and/or a process for recruiting reviewers who can deliver good reviews.

A Special Issue should consist of 8 to 12 papers (between 5000 and 7000 words including references). The Guest Editor(s) should contribute an introductory piece to the Special-Issue.
Authors and Guest Editors need not be members of AECT (Association for Educational Communications & Technology; see https://www.aect.org), which sponsors ETR&D, or have previously published in ETR&D. With oversight from an Editor, Guest Editors manage the review process, which takes place according to standard peer-review practice within the editorial management system (www.edmgr.com/etrd). This includes selecting reviewers from the standard pool of reviewers and possibly adding new reviewers (who need to be established scholars with strong publication records), submitting feedback to authors, and making a final recommendation of acceptable papers for the Special-Issue to the ETR&D Editor. All Special-Issues are subject to the standard double-blind review process, and initial submissions should not contain any author-identifying information (includes using only “author” and year of publication for any citations and references involving any of the authors). ETR&D follows APA-6 guidelines.

The General Special-Issue Proposal review process is as follows:

  • The General Special-Issue proposals are submitted to the ETR&D Editors online at the address: https://unt.az1.qualtrics.com/jfe/form/SV_d4gYA9D7JN8cS4B
  • ETR&D Editors conduct an initial review
  • Editorial Board assesses and votes on the special-issue proposals
  • ETR&D Editors notify results of review
  • Timeline set for selected Special Issues
  • Guest Editor(s) begins Special-Issue tasks including writing the introductory piece for the Special Issue

The General Special-Issue papers can and should span the full range of research, development, and cultural/regional issues addressed in the journal. It is desirable to have papers that represent multiple perspectives from a variety of research groups. Each paper should not have been submitted elsewhere or previously published, and must represent an original contribution. Please submit your proposal whenever it is ready at the ETR&D General Call for Special-Issue Proposals (https://unt.az1.qualtrics.com/jfe/form/SV_d4gYA9D7JN8cS4B)

The Editors, ETR&D

Feminist Collaborations: Intersectional and Transnational Teaching & Learning

Co-editors Isis Nusair and Barbara Shaw are soliciting abstracts for
inclusion in an anthology that focuses on feminist collaborations and the
radical interconnectedness between pedagogy, theory and practice. We seek
cutting edge work that scholars-teachers-activists are engaging with that
goes beyond valuing collaboration abstractly to engaging it and linking
theory to practice in building feminist/women’s/gender/ LGBTQ+ communities.
This project emerges out of three women’s, gender & sexuality curriculum
institutes funded through the Great Lakes College Association (GLCA) and in
which contributors drew on and returned to the work of Richa Nagar,
AnaLouise Keating, Chandra Mohanty, Jacquie Alexander, Ann Russo, and
others to think through feminist-queer collaborations and pedagogies. Our
call for abstracts invites scholars-educators-activists broadly to focus on
the connection between theory and practice in the process of teaching and
learning, and how to develop strategies for doing collaborative work in an
expansive field of study within and across institutional boundaries. The
aim of the anthology is to fill a vacuum in pedagogy especially on how to
teach intersectionality and transnationalism. It will focus on theorizing
pedagogical approaches and providing resources (media and visuals, syllabi
and assignments) for teaching introductory, theory & method, capstone and
special topics courses in an expanding field. This will help in faculty
development and building local, regional, and transnational connections
that imagine its purpose beyond institutionalization and actively
contributes to socio-political change.

Please send 250-300 word abstracts to Barbara Shaw ( bshaw@allegheny.edu )
and Isis Nusair ( nusairi@denison.edu ) by December 20, 2018. Further
inquiries are welcome. Publishers have expressed interest in the volume and
we will be crafting the book proposal based on selected abstracts.

Homeschooling and Libraries

Deadline Oct. 30 for Topics

Book Publisher: McFarland

Vera Gubnitskaia, co-editor, Library Partnerships with Writers and Poets (McFarland, 2017); public, academic librarian, indexer.

Carol Smallwood, co-editor. Library’s Role in Supporting Financial Literacy for Patrons (Rowman& Littlefield, 2016); public library administrator, special, school librarian.

One or two chapters (3,000-5,000 words) sought from U.S. practicing academic, public, school, special librarians, LIS faculty, library administrators, and board members. Successful proposals will address creative, practical, how-to chapters and case studies depicting a variety of specific programs, projects, aspects, and angles of the library role and impact on homeschooling process, families, and students, within the library walls and beyond. We are also looking for ideas (whether implemented or not) that can serve as a basis, a foundation, to incorporate into an MLIS course; a Human Resources’ or an organizational plan, as well as a kick-start to personal career goals planning. A tentative Table of Contents can be provided per request.

No previously published, simultaneously submitted material. One, two, or three authors per chapter. Compensation: one complimentary copy per 3,000-5,000 word chapter accepted no matter how many co-authors or if one or two chapters by the same author(s); author discount. Contributors are expected to sign a release form in order to be published.

Please e-mail titles of proposed chapter(s) with a concise clear summary or brief outline of the main talking points by October 30, 2018, with brief bio on each author; place HOM, Your Name, on subject line to gubnitv11@gmail.com

The Journal of Interactive Technology and Pedagogy

For more information go to https://jitp.commons.gc.cuny.edu/call-for-submissions/

General Issue Call for Submissions: Deadline November 15, 2018
Call for Submissions: Sections of the Journal

The Journal of Interactive Technology and Pedagogy
General Issue

Issue Editors:
Luke Waltzer, The Graduate Center, CUNY
Lisa Brundage, Macaulay Honors College, CUNY

Editorial Associate:
Teresa Ober, The Graduate Center, CUNY

 

The Journal of Interactive Technology and Pedagogy (JITP) seeks scholarly work that explores the intersection of technology with teaching, learning, and research. We are interested in contributions that take advantage of the affordances of digital platforms in creative ways. We invite both textual and multimedia submissions employing interdisciplinary and creative approaches in the humanities, sciences, and social sciences. Besides scholarly papers, the submissions can consist of audio or visual presentations and interviews, dialogues, or conversations; creative/artistic works; manifestos; or other scholarly materials, including work that addresses the labor and care considerations of academic technology projects.

All work appearing in the Issues section of JITP is reviewed by the issue editors and independently by two scholars in the field, who provide formative feedback to the author(s) during the review process. We practice signed, as opposed to blind, peer review. We intend that the journal itself—both in our process and in our digital product—serve as an opportunity to reveal, reflect on, and revise academic publication and classroom practices. Additionally, all submissions will be considered for our “Behind the Seams” feature, in which we publish dynamic representations of the revision and editorial processes, including reflections from the authorial and editorial participants.

Research-based submissions should include discussions of approach, method, and analysis. When possible, research data should be made publicly available and accessible via the Web and/or other digital mechanisms, a process that JITP can and will support as necessary. Successes and interesting failures are equally welcome. Submissions that focus on pedagogy should balance theoretical frameworks with practical considerations of how new technologies play out in both formal and informal educational settings. Discipline-specific submissions should be written for non-specialists.

As a courtesy to our reviewers, we will not consider simultaneous submissions, but we will do our best to reply to you within three months of the submission deadline. The expected length for finished manuscripts is under 5,000 words. All work should be original and previously unpublished. Essays or presentations posted on a personal blog may be accepted, provided they are substantially revised; please contact us with any questions at editors@jitpedagogy.org.

For further information on style and formatting, accessibility requirements, and multimedia submissions, consult JITP’s accessibility guidelinesstyle guide and multimedia submission guidelines.

Important Dates

Submission deadline for full manuscripts is November 15, 2018. Please view our submission guidelines for information about submitting to the Journal.

 

 

 

LOEX 2019: Up North: Reflect, Reconnect, & Renew

LOEX 2019: Call for Breakout Session Proposals

47th Annual LOEX Conference
May 9-11, 2019
Minneapolis, MN

You are invited to Minneapolis for LOEX 2019 to showcase your innovations in library instruction. We are excited to see how librarians from a wide-variety of locales are exploring their information literacy environment and dealing with the obstacles & opportunities that they are facing along the way.

This year’s LOEX tracks are:
* Lead & Innovate: Blazing New Trails
* Collaboration: The S’more the Merrier
* Strategies for Outreach & Engagement: Navigating the 10,000 Lakes
* Pedagogy & Information Literacy: Jumping into the Deep End
* Facilitating Student Research: Igniting the Flame
* Assessment: Are We There Yet?

Proposals for 50-minute long presentations and interactive workshops can be submitted only through the online submission form and must be received by Friday, November 16, 2018. The primary contact for the proposal will receive a message indicating receipt of the proposal when it is submitted and will be notified if the proposal has been accepted for presentation by Monday, January 14, 2019.

For more details, please visit http://www.loexconference.org/breakoutproposals.html