CfP: Handbook of Research on Technology-Supported Teaching and Research Methods for Educators
CALL FOR CHAPTER PROPOSALS
Proposal Submission Deadline: July 15, 2017
Handbook of Research on Technology-Supported Teaching and Research Methods for Educators
A book edited by Prof. Lazarus Ndiku Makewa (Lukenya University, Kenya), Dr. Baraka Manjale Ngussa (University of Arusha, Tanzania) and Dr. Joshua Michael Kuboja (University of Arusha, Tanzania)
Research on Technology-Supported Teaching and Research Methods for Educators arouses curiosity into the teaching and learning process. Technology has an instructional taste if its utilization is recognized and maintained. Technology can be a powerful tool for transforming learning. It can help affirm and advance relationships between educators and students, reinvent our approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners. Our schools, colleges, and universities should be incubators of exploration and invention. Educators should be collaborators in learning, seeking new knowledge and constantly acquiring new skills alongside their students. Education leaders and researchers should set a vision for creating learning experiences that provide the right tools and supports for all learners to thrive. However, to realize fully the benefits of technology in teaching and provide authentic learning experiences, educators need to be richly enabled with integrated technology effectively in their practice. Furthermore, education stakeholders should commit to working together to use research-based technology to improve teaching and learning. These stakeholders include leaders; teachers, faculty, and other educators; researchers; policymakers; funders; technology developers; community members and organizations; and learners and their families.
This book aims to discuss and address variety of issues in technology-supported Teaching and Learning and Research Methods for Educators.
Objective of the Book
This comprehensive and timely work aims to be an essential reference resource, building on the available literature in the field of instructional technology in developing countries while providing for further research opportunities in this dynamic field. It is hoped that this publication will provide the resources necessary for curriculum developers, policy makers, technology developers, educators and researchers to adopt and implement technology platforms in developing nations across the globe.
Policy makers, academicians, researchers, students and teachers, technology developers and curriculum developers will find this text useful in furthering their research exposure to pertinent topics in technology in teaching and in research.
Recommended topics include, but are not limited to, the following:
Contributors are welcome to submit chapters on the following topics relating to Research on Technology-Supported teaching and research methods for educators in both developed and developing countries:
- Why Research in technology-supported teaching?
- Theoretical frameworks of Technology in teaching
- Technology-Based teaching methods and challenges
- Designing Technology for the learner
- Developing Digital Technologies for teaching and learning
- Managing Instructional Technologies for the classroom
- Utilizing Technology both in the classroom and in research
- Evaluating Instructional Technology and research approaches
- Psychology and Implications of Technology choices in the classroom
- Social Underpinnings in Technology in the classroom
- Research in Technology based instructional strategies
- Challenges in Technology implementation in teaching and training institutions
- Blending Technology
- Emerging Technologies in the teaching and learning
- Modeling Technology frameworks for teaching and learning
- Funding Technology Innovations for educators
- Case Studies in Technology-Supported Teaching and Learning
- The Future of Technology and Implications in Teaching and Learning
- Research Methods for Technology-Supported instruction
Researchers and practitioners are invited to submit on or before July 15, 2017, 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 August 15, 2017 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by November 15, 2017, and 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, Handbook of Research on Technology-Supported Teaching and Research Methods for Educators. All manuscripts are accepted based on a double-blind peer review editorial process.
All proposals should be submitted through the eEditorial DiscoveryTM online submission manager.
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 www.igi-global.com. This publication is anticipated to be released in 2018.
July 15, 2017: Proposal Submission Deadline
August 15, 2017: Notification of Acceptance
November 15, 2017: Full Chapter Submission
January, 2018: Review Results Returned
February 28, 2018: Final Acceptance Notification
March 15, 2018: Final Chapter Submission