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Call for Chapters: Handbook of Research on Teacher Education in the Digital Age

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Dr. Margaret L. Niess
Oregon State University

Dr. Henry Gillow-Wiles
Oregon State University

Call for Chapters

Proposals Submission Deadline: April 30, 2014
Full Chapters Due: June 30, 2014


For release in the Advances in Higher Education and Professional Development (AHEPD) Book Series.

The Advances in Higher Education & Professional Development (AHEPD) Book Series provides an outlet for researchers and academics to publish their research in these areas and to distribute these works to practitioners and other researchers.

The digital age of the 21st century is revolutionizing education with increased access to information in new and faster ways, with more emphasis on social interactions in learning where collaboration and communication play important features of the learning experiences. Teachers today are faced with increasing expectations that they respond to the influence of multiple digital technologies not only integrating them in their instruction but examining the impact of these capabilities on the curriculum and the pedagogies of this new age. Typically, these technologies are ones with which they are (1) unfamiliar, (2) have not used in learning in their own precollege education, or (3) have not learned to integrate in their teacher preparation programs. The challenges for this knowledge require that they think outside their traditional view of how content is learned and communicated as well as what content is important for this digital citizenry.

Thus, instructional designers, teacher educators and professional developers are expected to design and offer courses and workshops that support the development of this knowledge for teaching with technology. One construct proposed for thinking about teacher knowledge is known as Technological Pedagogical Content Knowledge (TPACK) (Niess, 2005, 2008; Mishra & Koehler, 2006; Thompson & Mishra, 2007). The TPACK theoretical framework proposes a transformation of teachers’ knowledge, highlighting knowledge inputs that must be rearranged, merged, organized, assimilated and integrated such that they are no longer individually discernible in the thinking and reasoning for teaching in today’s digital age. For the fields of curriculum design, pre-service teacher education, continuing teacher education, and distance education, multiple frameworks exist for guiding the research and current thinking in this digital age. The complexity of the changes in learning environments suggest a need for compiling current research on teacher education in this digital age.


This book will aim to provide relevant theoretical frameworks and the latest empirical research findings in the area. It will be written for professionals who want to improve their understanding of the strategic impact of technology in education. The goal is to support teacher change that integrates instruction about the technology with instruction about the content and pedagogical methods for teaching the content, recognizing that the knowledge teachers rely on for teaching with technologies is complex, multifaceted, and situated.

Target Audience

Teacher educators

Educational designers and developers

  • Pre-Service

  • In-Service

  • Professional development

Instructional technology faculty

Distance learning designers and instructors

Handbooks, such as the proposed one, are especially important for compiling high-quality, up-to-date research on topics such as these dealing with teacher education in the digital age. Furthermore, handbooks are an essential support in compiling the resulting literature and visioning future research directions. Such a guide for researchers will serve to promote greater coordination of future efforts to meet the needs of the teacher educators, educational designers and the educational research community.

Recommended Topics

    • Teacher Knowledge in the Digital Age
      • Knowledge-of-practice
      • Knowledge-in-practice
      • Knowledge-for-practice
    • Digital Age concerns:
      • Multimedia Literacy
      • Diversity and Equity
    • Teaching and Learning Environments:
      • Traditional
      • Non-traditional
        • Online Learning
        • Blended Learning
    • Learning Trajectories and Instructional Strategies in the Digital Age
      • Collaboration
      • Student engagement
    • Assessment and Evaluation of Teacher Education
    • Preparing Teacher Specialists
      • Elementary Subject Specific Specialists
      • Teacher Coaches
    • Pedagogical Preparation in the Digital Age
    • Teacher Preparation and Continued Learning
      • Pre-Service Teacher Education
      • In-Service Teacher Education
      • Professional Development
    • Teaching in the Digital Age
      • Teaching in Specific Content Areas
        • K-6 Literacy Education
        • Language Arts Education
        • Social Studies Education
        • Mathematics Education
        • Science Education
        • Physical Education
      • Teaching Specific Grade Levels
        • PreK-K
        • Grades 1-3
        • Grades 4-6
        • Grades 6-8
        • Grades 9-12

Submission Procedure

Researchers and practitioners are invited to submit on or before April 30, 2014, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Submissions should be made through the link at the bottom of this page. Authors of accepted proposals will be notified by May 14, 2014 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by June 30, 2014. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.


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 This publication is anticipated to be released in 2015.

Important Dates

April 30, 2014: Proposal Submission Deadline
May 14, 2014: Notification of Acceptance
June 30, 2014: Full Chapter Submission
August 30, 2014: Review Results Returned
September 30, 2014: Revised Chapter Submission
October 15, 2014: Final Acceptance Notification
November 1, 2014: Final Chapter Submission


Dr. Margaret L. Niess
Oregon State University

Dr. Henry Gillow-Wiles
Oregon State University