|
Contemporary Issues in Technology and Teacher Education
Call for Special Issue Papers
Technology, Pedagogy, and Content Knowledge
Issue 9(1), March 2009
The editors of the online journal Contemporary Issues in Technology and Teacher Education (CITE Journal) announce a call for papers for a special issue of the journal on the topic of “Technology, Pedagogy, and Content Knowledge.” Accepted papers would appear in Volume 9(1) to be published in March 2009.
Scholarly articles may report research describing (a) teachers or preservice teachers who demonstrate “TPACK” (also known as TPCK) in the K-12 classroom; (b) teachers/preservice teachers in the process of developing TPACK; or (c) teacher education programs with demonstrated success in developing TPACK in their graduates. We have a special interest in articles describing the development of instruments or methods to measure TPACK. Theoretical articles will also be considered, especially if they synthesize the research or development of TPACK thinking in a particular content area.
Additional information specific to each section of CITE Journal follows. All papers should be submitted electronically. Begin submission by clicking on the "Submission" tab at the top of this page.
Science Education Section
Papers submitted to the science education section should address TPACK in the context of K-12 science teacher education. To submit your article, go to www.citejournal.org, click on the Submissions tab, and follow the directions. When you navigate to the page that enables you to select the journal for publication, be sure to select the CITE Journal “Special Issue: Science - Technology, Pedagogy, and Content Knowledge” radio button. We encourage you to think about the special advantages of publishing online by including media such as digital videos, images, audio and/or links to websites in your manuscript. Manuscripts should be submitted no later than September 15, 2008.
John C. Park
Science Section Editor
park@unity.ncsu.edu
Social Studies Education Section
This special issue of CITE Journal Social Studies will examine issues and problems associated with the application of TPCK in social studies. Manuscripts for this special issue should focus on one of the following two areas: (1) reports on data-driven research about the application of TPCK in social studies settings, both K-12 and teacher education; (2) theoretical considerations of TPCK, including but not limited to applications in K-12 social studies settings and implications for teacher education. To submit a paper from the CITE Journal submission Web page, select the CITE Journal “Special Issue: SocStu - Technology, Pedagogy, and Content Knowledge” radio button. Manuscripts must be submitted no later than September 15, 2008.
John Lee & David Hicks
Social Studies Education Section Editor
john_lee@ncsu.edu
hicks@vt.edu
Mathematics Education Section
Papers submitted to the mathematics education section should address TPACK in the context of K-12 mathematics teacher education. To submit a paper from the CITE Journal submission Web page, select the CITE Journal “Special Issue: Math - Technology, Pedagogy, and Content Knowledge” radio button. Manuscripts should be submitted no later than October 15, 2008.
Christine Browning & Mark Klespis
Mathematics Education Section Editors
christine.browning@wmich.edu
klespis@shsu.edu
English Education Section
Technological Pedagogical Content Knowledge (TPCK) is a theoretical framework that has been conceived of as the intersection and interplay of three primary domains of knowledge: technology (TK), pedagogy (PK), and content knowledge (CK). TPCK builds upon Shulman’s notion of PCK, and attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge (Mishra & Koehler, 2006). If TPCK, now referred to as TPACK (Koehler & Mishra, 2008). is a viable framework for effective technology integration, how does it affect teaching and learning in the English language arts and English education classroom? How is this framework playing out in English and English education classrooms with regard to developing instruction around specific subject matter while incorporating a keen sensitivity to the dynamic, transactional relationship between all three knowledge components? How do English teachers and English educators negotiate these three relationships? Being able to bring these three types of knowledge together effectively seems to represent a form of expertise different from a traditional approach to teaching, one that is much needed in our ever evolving, technology-dependent world.
Scholarly submissions may address research, theory, or practice describing: (a) teachers or preservice teachers who demonstrate "TPACK" in the K- 12 classroom; (b) teachers/preservice teachers in the process of developing TPACK; or (c) teacher education programs with demonstrated success in developing TPACK in their graduates. Submissions might also address a theoretical stance in which the author synthesized the research or development of TPACK thinking in English Education. We have a special interest in articles describing the development of instruments or methods to measure TPACK in English Education.
Manuscripts should be submitted no later than October 15, 2008.
Carl Young & Jamie Meyers
English/Language Arts Section Editors
carl_young@ncsu.edu
jmm12@psu.edu
General Section
Scholarly articles addressing content areas not addressed in other sections of CITE Journal should be submitted to the General Section for review. Appropriate content may come from foreign and classical languages, exceptional learners, physical education, music and art education, or general teacher education including technology education/professional development courses that emphasize the development of pedagogical and content knowledge in conjunction with the development of technology proficiency. Authors are encouraged to take advantage of hyperlinks to provide supporting evidence such as course assignments and student-created products to validate TPACK methodologies.
To submit a paper from the CITE Journal submission Web page, select the CITE Journal “Special Issue: General - Technology, Pedagogy, and Content Knowledge” radio button. Manuscripts should be submitted no later than September 15, 2008.
Matthew Koehler & Judi Harris
General Section Guest Editors
mkoehler@msu.edu
jbharr@wm.edu
Current Practice Section
Current Practices section of the CITE journal seeks articles for a special issue related to TPACK methodologies that demonstrate promising ideas, teaching practice, implementations, or preliminary/pilot findings from research studies or development projects targeting preservice and/or in-service teacher education. Authors are encouraged to take full advantage of the multimedia capabilities of the CITE Journal to support, illustrate, and provide relevant examples of the issues presented in the article. Papers submitted to the mathematics education section should address TPACK in the context of K-12 mathematics teacher education. To submit a paper from the CITE Journal submission Web page, select the CITE Journal “Special Issue: CP - Technology, Pedagogy, and Content Knowledge” radio button. Manuscripts must be submitted no later than September 15, 2008.
Natalie Milman & Pete Adamy
Current Practice Section Editors
nmilman@gwu.edu
adamy@uri.edu
| 
