Introduction
As educators increasingly incorporate digital technologies in school administration and in the planning and implementation of instruction, it is essential to consider how this shift impacts teachers, learners, and curricula. By curricula, we mean traditional/hidden notions of curriculum and schooling as well as a polymodal curriculum that incorporates multi-textual narratives, situated/digital literacies, and new ways of teaching and learning. The education industrial complex dominates the discourse around public education and co-opts the push for increased digital technologies in schools as a means for corporate gain. This book challenges this neoliberal agenda, and seeks to make space for those interested in the transformative nature of digital technologies.
Objective
This book explores public narratives of curriculum and instruction in a digital age of information dominated by the education industrial complex. These narratives around teaching often focus on accountability, privileging “big data” as evidence of learning and progress within a neoliberal framework. In order for digital technologies to augment human learning, we must reconceptualize our notions of learning outcomes, as well as the evidences used to support those outcomes. In this exploration of practical and philosophical implications regarding the use of technology as a tool for teaching and learning, we hope to re-position the focus of public education on students and teachers as human beings who use technology to ethically construct and share knowledge. This text will present models, ideas, examples, and theories to prod critical reflections leading to praxis that acknowledges local/global contexts, histories, cultures, and conceptual frameworks.The book discusses theoretical issues of using technology, illustrated and contextualized with practical applications in the classroom.
Target Audience
We hope this text becomes a resource for teachers, policy makers, students of education, stakeholders in public education, and concerned citizens who are interested in exploring shifts in teaching and learning in this digital age of information, as well as readers who are concerned about neoliberalism in education. Chapter authors will discuss theoretical and political issues of using technology, illustrated and contextualized with practical applications in the classroom. This book is written by educators (who live in an increasingly digitized world) for other educators who are concerned about trends in the roles digital technology play in education. Educators will use this book to develop the ways they think about and use technology in the classroom.
Recommended Topics
Neoliberalism in the Digital Age
The Market Forces at Work in Digitized Education
Re-politicizing Public Education
Theoretical and Practical Concerns Regarding Technologies in Education
Electronic Portfolios as Evidence of Learning
Social Networking and Academic Spaces
The Augmentation of Human Learning through Digital Tools
Virtual Teaching
Reflective Learning in Cyberspace
Fusion of Teaching and Learning
Digital Consumption and Creation
Digital Divides and Gaps
Digital Literacies
Digital Storytelling
Knowledge and Learning in Digital Environments
Real and Virtual Identities
Gaming
Submission Procedure
Researchers and practitioners are invited to submit on or before February 28, 2016, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by March 30, 2016 about the status of their proposals and sent chapter guidelines. Full chapters (8,000-10,000 words) are expected to be submitted by June 30, 2016. Final papers will be due by September 30, 2016.
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. 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. All manuscripts are accepted based on a double-blind peer review editorial process.
All proposals should be submitted through the E-Editorial DiscoveryTM online submission manager.
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 2016.
Important Dates
February 28, 2016: Proposal Submission Deadline
March 30, 2016: Notification of Acceptance
June 30, 2016: Full Chapter Submission
August 30, 2016: Editorial Feedback
September 30, 2016: Final Chapter Submission
Inquiries
Inquiries can be sent to Dr. Douglas J. Loveless (loveledj@jmu.edu).
