Call for Chapters: Transforming Teachers’ Online Pedagogical Reasoning for Teaching K-12 Students in Virtual Learning Environments

Editors

Margaret Niess, Oregon State University, United States
Henry Gillow-Wiles, Oregon Sate University, United States

Call for Chapters

Proposals Submission Deadline: October 24, 2020
Full Chapters Due: February 21, 2021
Submission Date: February 21, 2021

Introduction

How can students learn safely amid the challenges of the global pandemic? Currently, it is not safe to have them crowded in a classroom engaged in face-to-face learning. The challenge has forced K-12 teachers to think differently about teaching. Unexpectedly, and with little warning, they have been confronted with redesigning their curriculum and instruction from face-to-face to online virtual classrooms to protect students from the COVID-19 virus. The critical questions include: Has this shift assured that students will learn the identified essential content and skills for the 21st century? Will they develop the skills identified through the 4C’s: communication, collaboration, critical thinking, and creativity (Thoughtful Learning Organization, 2016)? The rapid shift of K-12 education to being online left educators and parents lacking in confidence that students will receive an appropriate education through the virtual environments proposed for keeping students safe. The speed with which this transition was made prevented educators from developing the necessary knowledge and skills needed to create engaging learning in the unfamiliar virtual environment. Superficial observations of the online features and organizations for virtual environments suggest these environments lack key elements for guiding students in engaging in the skills such as those identified by the 4 C’s. A more serious question is: Are the bold claims true that students cannot learn online in virtual environments? Some say that teachers lack the knowledge of how to think about online teaching in a virtual environment. This begs the question, are today’s teachers simply applying their classroom strategies as they have done in their face-to-face classrooms, only now in front of a web camera?

Objective

The primary objective of this book is to gather and present actual best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning. The chapters will provide ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and ultimate decisions. The ideas and frameworks will present effective online pedagogical reasoning for the redesign and implementation of K-12 virtual classrooms.

Target Audience

The target audience includes: • K-12 teachers, various content and various grade levels • Teacher educators • Educational designers and developers: Preservice, Inservice, Professional development • Instructional technology faculty • Distance learning faculty

Recommended Topics

The book is organized in three primary sections: • Foundations for transforming teachers’ online pedagogical reasoning. Chapters for this section provide theoretical models/frameworks for teacher development programs toward transforming teachers’ online pedagogical reasoning strategies for constructing virtual learning experiences. • Best practices and pedagogical reasoning for K-12 grades. Chapters in this section provide actual learning activities based on best practices and pedagogical reasoning supported by current foundations for transforming teachers’ online pedagogical reasoning with respect to specific grade levels. Grade levels under consideration include elementary school, middle school, and high school. • Best practices and pedagogical reasoning for K-12 content areas. Chapters in this section provide actual learning activities based on best practices and pedagogical reasoning supported by current foundations for transforming teachers’ online pedagogical reasoning with respect to K-12 content areas. Content areas under consideration are mathematics, science, language arts, and social studies/history.

Submission Procedure

Researchers and practitioners are invited to submit on or before October 24, 2020, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by November 7, 2020 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by February 21, 2021, and all interested authors must consult the guidelines for manuscript submissions at https://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, Transforming Teachers’ Online Pedagogical Reasoning for Teaching K-12 Students in Virtual Learning Environments. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.



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 https://www.igi-global.com. This publication is anticipated to be released in 2022.



Important Dates

October 24, 2020: Proposal Submission Deadline
November 7, 2020: Notification of Acceptance
February 21, 2021: Full Chapter Submission
April 21, 2021: Review Results Returned
June 2, 2021: Final Acceptance Notification
June 16, 2021: Final Chapter Submission



Inquiries

Margaret Niess Oregon State University niessm@oregonstate.edu Henry Gillow-Wiles Oregon Sate University gillowwh@oregonstate.edu

Classifications


Computer Science and Information Technology; Education; Social Sciences and Humanities; Science and Engineering
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