Urrieta_News_Postings_Petitions: CALL FOR PAPERS for a Special Issue of The Curriculum Journal

Sunday, March 23, 2014

CALL FOR PAPERS for a Special Issue of The Curriculum Journal

CALL FOR PAPERS

for a Special Issue of The Curriculum Journal

Guest editors:

Jae-Eun Joo (University of Connecticut)

James Seale-Collazo (Universidad de Puerto Rico)

Innovation in Learning and Teaching toward the New Global Village:

International perspectives on transforming curriculum

with emerging technologies

The Curriculum Journal will publish a special issue on Innovation in Learning and Teaching toward the New Global Village: International perspectives on transforming curriculum with emerging technologies, in June of 2015 (Volume 26, Issue 2).

The issue aims to bring together a set of articles addressing creative applications of emerging technologies in K-12 (primary and secondary) curriculum with a focus on their social and cultural implications for the “new global village.” The advent of networked technologies, accessible to millions of people, and the availability of information on a scale surpassing any library in history, have set the stage for a dispersed wave of unprecedented curricular innovation, away from the historic centres of industrial and colonial power. By leveraging these technologies, educators and theirstudents have made significant and sustained impacts on the content, process, and contexts of learning and teaching in and out of classrooms.

As scholarship and educational practice race to keep up with these rapid changes, there is a growing need for deeper and more candid dialogues about social and cultural impacts of these new technologies on rising generations of learners and their educators, who are (or soon will be) connected across diverse social and cultural contexts. In this emergent context, the special issue seeks to spark local and global conversations on how emerging technologies have changed every-day practices of curriculum, pedagogy, and assessment in primary and secondary education settings, including the preparation and the continuing professional development of teachers.

Important dates and submission process

· Deadline for proposal submission: 15 April 2014 (750-1,000 words)

· Notification of proposal acceptance: 1 May, 2014

· Deadline for full manuscript submissions: 1 September, 2014

· Manuscripts returned to authors for revision: 1 November 2014

· Final manuscripts due: 1 January, 2015 (6,000-8,000 words)

· Publication: June, 2015

Christine Greenhow

Assistant Professor

Counseling, Educational Psychology, and Special Education

College of Education

Michigan State University