Integrating Digital Technology in Education
A volume in the series: Current Perspectives on School/University/Community Research. Editor(s): R. Martin Reardon, East Carolina University. Jack Leonard, University of Massachusetts, Boston.
Call for ChaptersIn 2006, Jeannette Wing offered multiple definitions of computational thinking—including that it was “a fundamental skill for everyone, not just for computer scientists” (p. 33). In 2016, Wing recalled addressing the attendees at a workshop on computational thinking convened by the National Academies in 2009 and venturing her opinion that she would not see computer science taught in K-12 schools in her lifetime. Consonant with Wing’s (2016) depiction of computation as the “third pillar of the scientific method” (para. 8), Freeman, Adams Becker, Cummins, Davis, and Hall Giesinger (2017) noted that “schools are prioritizing computational thinking in the curriculum” (p. 4), and labeled skills in computational thinking as “an increasing necessity to succeed in our digital world” (para. 8).
Fittingly, the National Science Foundation is continuing to fund multiple endeavors oriented to bringing the federal Computer Science for All initiative to fruition (https://www.nsf.gov/news/special_reports/csed/csforall.jsp), and code.org notes that 25% of students in the U.S. have accounts on their website.
Freeman et al. (2017) suggested 10 big picture themes impacting technology adoption and educational change that emerged from the discussions among the 61 consultants who contributed to the NMC/CoSN Horizon Report: 2017 K-12 Edition (https://cdn.nmc.org/media/2017-nmc-cosn-horizon-report-k12-EN.pdf). These included that interdisciplinary and multidisciplinary approaches have the potential to integrate formerly compartmentalized learning, that fluency in the digital realm consists of a deep understanding of digital environments, that there is no replacement for good teaching, and that, unfortunately, the widespread use of technology does not translate into equitable opportunities to learn.
For this fourth volume in the Current Perspectives on School/University/Community Research series, we invite chapter proposals from authors who are engaged in school-university-community collaborative educational research focused on the integration of digital technology in general and computational thinking in particular with learning in educational contexts. Authors may discuss projects that exemplify the themes discussed by Freeman et al. (2017) as referenced above, or address the following overarching question:
How has the confluence of interest and action (Thompson, Martinez, Clinton, & Díaz, 2017) in the questions addressed by the collaborative partners in endeavors to integrate digital technology in education resulted in improved outcomes for all?
Chapter proposals of no more than 500 words (not including the listing of up to 10 references) are welcome. For multiple authored proposals, please list all authors and indicate a corresponding author’s email.
A blind review process of full chapter submissions will be conducted during June, 2018 (see Projected 2018 Deadlines).
Authors of accepted proposals will be notified by March 28, 2018 about the status of their submission and sent chapter guidelines. Full chapters, ranging from 7,000 to 8,000 words in Times New Roman 12, double spaced text, inclusive of title, abstract, manuscript, and references, should be submitted as a Microsoft Word email attachment by August 31, 2018 . Manuscripts should conform to 6th edition APA style conventions. See Author Guidelines. Graphics and images may be included.
Projected 2018 Deadlines:
Chapter proposals: Wednesday, February 28, 2018
Notification of invite to submit chapter: Wednesday, March 28, 2018
Submission of chapter draft for peer review: Friday, June 1, 2018
Peer review comments returned to author(s): Friday, June 22, 2018
Receipt by editors of final draft of book chapters: Friday, August 31, 2018
Final book submitted to publisher: Friday, October 19, 2018
Anticipated publication: Spring 2019
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