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Call for Chapters: Tablets in K-12 Education: Integrated Experiences and Implications

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Editors

Dr. Heejung An (William Paterson University of NJ, USA), Dr. Sandra Alon (William Paterson University of NJ, USA), and Dr. David Fuentes (William Paterson University of NJ, USA)

Call for Chapters

Proposals Submission Deadline: September 22, 2013
Full Chapters Due: October 30, 2013
Submission Date: January 15, 2014

For release in the Advances in Educational Technologies and Instructional Design (AETID) Book Series.


The Advances in Educational Technologies & Instructional Design (AETID) Book Series is a resource where researchers, students, administrators, and educators alike can find the most updated research and theories regarding technology’s integration within education and its effect on teaching as a practice.

Introduction

Technology can be a powerful tool with incredible potential for altering established forms of teaching and learning in K-12 schools. In recent years, due to their popularity in K-12 settings, hand-held tablets, such as the iPad and Galaxy, have sparked increased interest among educators due to the potential benefits of learning with mobile technology. Tablets equipped with applications, otherwise known as “apps,” purport to be educational, tend to keep children occupied, and appear to help motivate children to learn, thus attracting many K-12 schools to invest funds for the purchase of Tablets and apps. Many K-12 schools are starting to use tablet apps to create individualized learning activities and personalized assessments (Berson, Berson, & Manfra, 2012) and to create more student-centered, self-directed learning environments for students with special needs, as well as for those in general classrooms. Further, one of the benefits of the tablet is that it is easy to use with many different age groups, ranging from preschoolers to the elderly.

However, although there has been an enormous amount of hyperbole, there has not been much documented evidence in the literature regarding the positive effects of tablets on teaching and learning, due in large part to the relatively recent development of these tools and their adoption by K-12 schools. Further, as noted in earlier research, Cuban (2001) indicated that these new, costly technologies can become ubiquitous in society, but are still used rather ineffectively in many schools. Larkin (2011) also stated that logistical problems in coordinating usage of tablets is one of the biggest impediments in “one to one” computing. In order to prevent these “oversold and underused” phenomena, there needs to be clear plans regarding why tablets are needed, how they should be used, and how they can be managed effectively in public school environments.

The rapid emergence of various tablet devices has created new research efforts that report on the practical nature of how these technologies, with their extensive library of applications, can be effectively used to further teaching and learning activities in K-12 settings (Melhuish & Falloon, 2010).

This book intends to share the development of new methodologies, approaches, pedagogical models, and research findings for tablet initiatives in K-12 school environments. This book also intends to examine organizational context considerations, including technical and logistical challenges and solutions needed in order to successfully implement tablets in K-12 settings.

Objective of the Book

Since current pedagogical practice and research on tablets as educational tools in K-12 settings is still in its infancy, there are many unknowns. The objectives of this proposed book will be 1) providing concrete examples of appropriate use for both K-12 education teachers and leaders about tablets in K-12 settings, and 2) disseminating contemporary research results on how tablets can support students’ learning processes and outcomes.

Our findings will illuminate the many methods and challenges encountered, the resolutions that have been attempted, the variable results achieved, and the many future possibilities of using tablets in K-12 settings.

Target Audience

The target audience for this book will consist of professionals and researchers working in the field of education, including P-12 educators, pre-service and in-service teachers, technology coordinators, and administrators in school districts, along with higher education faculty, and educational researchers.

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

Best teaching practices for using tablets in K-12 classrooms:
  • What types of classroom management issues arise? What solutions are educators currently developing?
  • What specific tablet applications are educators using in schools in formal or informal settings?
  • What types of strategies and methods are educators using in order to successfully use these applications?
  • How can the use of these applications support student learning processes and/or learning outcomes?
  • How can use of these applications change affective aspects (motivation, engagement)?
  • How can use of tablets change classroom ecology?

  • Evidence of impact or cases from the field: Research reports or vignettes describing how tablets have supported students’ learning and other aspects in classrooms and schools.

    Assessment with tablets:
  • How can tablets support student assessment?
  • How can tablets support teachers’ assessment practices?

  • Technical, logistical, and organizational context considerations of tablet implementations in K-12 school settings.

    Issues and Implications:
  • What issues and implications should be addressed as we consider the implementation of tablets in K-12 environments?
  • What are the implications for practice in regard to tablets?
  • What are the implications for research in regard to tablets in K-12 schools?
  • Submission Procedure

    On or before September 22, 2013, Researchers and practitioners are invited to submit 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 and will be sent chapter guidelines. Full chapters are expected to be submitted by October 30, 2013. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

    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 2014.

    Important Dates

    September 22, 2013: Proposal Submission Deadline
    October 30, 2013: Full Chapter Submission
    November 15, 2013: Review Results Returned
    January 15, 2014: Final Chapter Submission
    March 31, 2014: Final Deadline

    Editorial Advisory Board

    Carrie Hong, William Paterson University of NJ, USA
    John Lee, North Carolina State University, USA
    Dominic Mentor, Columbia University, USA
    Chrystalla Mouza, University of Delaware, USA
    Holly Seplocha, William Paterson University of NJ, USA


    Inquiries


    Dr. Heejung An
    Department of Elementary and Early Childhood Education
    College of Education
    William Paterson University of New Jersey, USA
    Tel.: 201-450-3244 • Fax: 973-720-3137
    E-Mail: anh2@wpunj.edu

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