Submission System Open*

The 19th international conference of the Association for Learning
Technology will be held at the University of Manchester, UK, 11-13
September 2012.

Please forward this to any interested colleagues in your own networks
and if you are a Twitter user, you may wish to use the following
wording/tags:

The submission system for abstracts and papers for #altc2012 is now
live at http://goo.gl/RuUEu

Before submitting a proposal please refer to the calls and guidelines
which can be found at http://goo.gl/lYgY5 and http://goo.gl/btuIr.

Submissions will close at midnight GMT on 27 February 2012.

The conference title is "A confrontation with reality" and the
conference themes are Problem solving, Mainstreaming, Openness and
sharing, Sustainability, and Entrepreneurialism.

Whether you have been involved in ALT for years, you are new to the
learning technology domain, or you are an experienced researcher or
practitioner from other fields with innovation to report, please take
the time to review the call and guidelines documents. With your help,
the 2012 ALT Conference will be a truly inspirational, influential,
and enjoyable event.

*Categories of submissions*
We welcome submissions of two broad types:

1. An abstract of up to 350 words describing either a Short
Presentation (10 minutes), Short Paper (20 minutes), Demonstration (30
minutes), Symposium (up to 60 minutes), Workshop (up to 60 minutes) or
a Hybrid (up to 60 minutes combining features of the others into a
single session). All accepted abstracts will appear in the Conference
Abstracts.

2. A full Proceedings Paper of up to 5000 words, for publication in
the peer-reviewed Conference Proceedings of ALT-C 2011 including a
traditional 200 word abstract. The paper, if accepted, will be
published in the conference proceedings which will be a journal
supplement to the ALT journal "Research in Learning Technology". In
addition, authors of proceedings papers should provide a 350 word long
abstract (serving the same purpose as other abstracts and appearing in
the published Conference Abstracts).

Best wishes,
Caroline Greves, Events Manager
Association for Learning Technology
My normal working hours are 11.00am to 5.00pm Monday to Thursday.
--
web: http://www.alt.ac.uk/
twitter: @A_L_T
2012 conference: http://www.alt.ac.uk/altc2012/
journal: http://researchinlearningtechnology.net/
email: caroline.greves@alt.ac.uk
direct phone: +44 (0)1865 484147
fax: +44 (0)1865 484165
--
Gipsy Lane, Headington, Oxford, OX3 0BP, UK
Registered Charity number 1063519
--

April 16-18, 2012, Dublin, Ireland (www.iicedu.org)
*********************************************

The IICE is an international refereed conference dedicated
to the advancement of the theory and practices in education.
The IICE promotes collaborative excellence between academicians
and professionals from Education.
The aim of IICE is to provide an opportunity for academicians
and professionals from various educational fields with
cross-disciplinary interests to bridge the knowledge gap, promote
research esteem and the evolution of pedagogy. The IICE 2012 invites
research papers that encompass conceptual analysis, design
implementation and performance evaluation. All the accepted papers
will appear in the proceedings and modified version of selected
papers will be published in special issues peer reviewed journals.


The topics in IICE-2012 include but are not confined to the
following areas:

*Academic Advising and Counselling
*Art Education
*Adult Education
*APD/Listening and Acoustics in Education Environment
*Business Education
*Counsellor Education
*Curriculum, Research and Development
*Competitive Skills
*Continuing Education
*Distance Education
*Early Childhood Education
*Educational Administration
*Educational Foundations
*Educational Psychology
*Educational Technology
*Education Policy and Leadership
*Elementary Education
*E-Learning
*E-Manufacturing
*ESL/TESL
*E-Society
*Geographical Education
*Geographic information systems
*Health Education
*Higher Education
*History
*Home Education
*Human Computer Interaction
*Human Resource Development
*Indigenous Education
*ICT Education
*Internet technologies
*Imaginative Education
*Kinesiology & Leisure Science
*K12
*Language Education
*Mathematics Education
*Mobile Applications
*Multi-Virtual Environment
*Music Education
*Pedagogy
*Physical Education (PE)
*Reading Education
*Writing Education
*Religion and Education Studies
*Research Assessment Exercise (RAE)
*Rural Education
*Science Education
*Secondary Education
*Second life Educators
*Social Studies Education
*Special Education
*Student Affairs
*Teacher Education
*Cross-disciplinary areas of Education
*Ubiquitous Computing
*Virtual Reality
*Wireless applications
*Other Areas of Education  


Important Dates:

*Extended Abstract (Work in Progress) Submission Date: January 15, 2012  
*Research Paper, Student Paper, Case Study, Report Submission Date: January 20, 2012
*Proposal for Workshops: December 15, 2011  
*Notification of Workshop Acceptance/Rejection: December 20, 2011  
*Poster Proposal Submission Date: January 10, 2012
*Notification of Poster Acceptance/Rejection: January 15, 2012
*Notification of Extended Abstract (Work in Progress) Acceptance/Rejection: January 25, 2012
*Notification of Research Paper, Student Paper, Case Study, Report Acceptance /Rejection: January 30, 2012
*Camera Ready Paper Due: February 10, 2012
*Early Bird Registration Deadline (Authors and Participants): February 15, 2012
*Late Bird Registration Deadline (Authors and Participants): March 10, 2012
*Conference Dates: April 16-18, 2012

 
For further information please visit IICE-2012 at www.iicedu.org

June 24-27, 2012

San Diego Convention Center

For more information go to: http://www.isteconference.org/ISTE/2012/program/?utm_source=conference&utm_medium=email&utm_campaign=cfp-open

ISTE is now accepting session proposals for ISTE 2012. Submission opportunities are divided into four major categories and a variety of themes & strands. We are seeking content that addresses digital age learning and takes advantage of student-centered pedagogy as well as digital tools and resources. Digital age learning is authentic, real-world, rigorous, collaborative, and global. Student-centered pedagogy is individualized and differentiated; project, problem, or challenge based; and/or supported by the latest brain research on how students learn. The goal of all conference content is to help educators develop students' learning, problem-solving, critical thinking, creativity, communication, and collaboration abilities.

We are looking for:

• Content that increases both the technical knowledge and the technological pedagogical content knowledge (TPACK) of educators and teacher candidates, as well as the leadership skills of students and educators
• Systems, models, promising practices, and strategies for achieving digital age learning in formal and informal learning environments, face to face and virtual
• Models of how to achieve the NETS and examples of the NETS in action
• Technical content that is appropriate for all levels of expertise, from beginner to advanced

We invite ISTE member and non-member educators and students at all levels, nationally and internationally, to submit. We also welcome corporate-sponsored proposals from exhibitors that focus on and demonstrate appropriate non-commercial uses of information technology to support and improve learning, teaching, or administration in K-12 education or teacher education. The deadline for submission is midnight (Pacific Time) on October 5, 2011.

SUBMISSION DUE DATE: September 15, 2011

 

Special Issue Editors:

Mahesh S. Raisinghani, Texas Woman's University, USA

Celia Romm Livermore, Wayne State University, USA

 

Introduction

The power and politics (or social dynamics) of the on-line classroom, the politics of getting a large organization, like a university, to adopt educational technologies to promote specific political agendas in classrooms (e.g., the utilization of the Web during the Obama campaign to promote support for the presidential candidate Obama among school children), the use of on-line technologies for ideological indoctrination or "influencing" in the educational systems of extremist groups of all religions and issues of power and politics that are related to the on-line education of special needs minorities such as people who are physically/intellectually challenged, people of color, women, migrants, and so forth. The changing dimensions of 'technology' and 'learning' have significant impact globally. The recent success of China and India in moving into the production of high value-added, high-technology products has caused political leaders and their advisors to re-evaluate the global economic challenge. The OECD recently acknowledged that emerging economies including China and India were moving up the value chain to compete with Western organizations for high-tech products and R&D investment. There has been major growth in all OECD countries for expansion into higher education. Canada was the first country to achieve the target of over 50 percent of people aged 25 and 34 to enter the job market with a tertiary level qualification, followed by Korea, which has engineered a massive growth in tertiary provision since 1991. While much of the international business and policy literature has focused on education, globalization, the use of innovation and creative enterprise; it has ignored the shift towards global standardization or alignment within companies, where technology is the key enabler and facilitator. 

 

Objective of the Special Issue

Technology, learning, education and supporting globalization through innovation and creativity leading to a globalized knowledge economy are the main emphasis of this Special Issue of the International Journal of Web-Based Learning and Teaching Technologies (IJWLTT). More specifically, the issue focuses on the impact of globalization on education and business, the changing dimensions of the WBLT technologies and uses, sharing educational experiences and situations including (but not limited to) distance learning, collaborative work, constructivist approaches in on-line, traditional and hybrid class-rooms, designing blended learning and programs, importance of dialogue in distance education programs, CSCL, network learning, etc. while focusing on the world economies with respect to these worldwide changing perspectives and the creation of a globalized knowledge economy.

Recommended Topics

Topics to be discussed in this issue include (but are not limited to) the following:

·         Best practices in international learning, education and technology

·         Building multi-disciplinary teams for web-based learning and teaching

·         Building web-based learning communities

·         Constructivist approaches to web-based learning and teaching

·         Creation of globalized knowledge economies

·         Cross cultural analyses of globalization, education and international business perspectives

·         Decision making in implementing web-based learning and teaching

·         Education impacting local and global communities

·         Globalization and technology: changing paradigm

·         Globalization, education and learning: case studies

·         Impact of globalization on education and business

·         International perspectives on technology and education

·         Knowledge building using web-based learning and teaching technologies

·         Macro issues in global businesses, e-education and communities

·         Macro issues in globalization, e-education and e-learning

·         Management side of web-based learning and teaching

·         Network learning using WLTT

·         Politics of adoption and implementation of e-learning initiatives from the individual/department's perspective

·         Politics of implementation of e-learning initiatives from the administration's perspective

·         Politics of implementation of e-learning initiatives from the student's perspective

·         Power and politics in online/e-education

·         Project management for implementing WLTT

·         Related issues that impact the overall utilization and management of web-based technologies in education

·         Schools impacting globalization and international business education

·         Technology enablement of global businesses, higher education and international business

·         Web-based CSCL

·         Web-based technologies enabled pedagogical scenarios

·         Web-based technologies enabled pedagogical systems and programs

·         WLTT implementation: models, methods, and frameworks

 

Submission

Researchers and practitioners are invited to submit papers for this special issue on Strategically Influencing On-line Education: Power, Politics, and Social Dynamics on or before September 15, 2011. All submissions must be original and may not be under review by another publication. Interested authors should consult the journal's guidelines for manuscript submissions at http://www.igi-global.com/Files/AuthorEditor/guidelinessubmission.pdf.  All submitted papers will be reviewed on a double-blind, peer review basis. Papers must follow APA style for reference citations. Final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers. All submissions must be forwarded electronically to either one of the special issue editors.

 

About

The mission of the International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) is to contribute to the broadening of the overall body of knowledge regarding the multi-dimensional aspects of Web-based technologies in contemporaneous educational contexts, assisting researchers, practitioners, and decision makers to design more effective learning systems and scenarios. IJWLTT explores the technical, social, cultural, organizational, human, cognitive, and commercial impact of technology. In addition, IJWLTT endeavors a broad range of authors and expands the dialogue to address the interplay among the diverse and disparate interests affected by technology in education. The journal seeks to explore the impact of Web-based technology on the design, implementation and evaluation of the learning and teaching process, as well as the development of new activities, relationships, skills, and competencies for the various actors implied in such processes.

Publisher

The International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) is 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.

 

All submissions and inquiries should be directed to the attention of:

Mahesh S. Raisinghani: mraisinghani@twu.edu

Celia Romm Livermore: ak1667@wayne.edu

 

CALL FOR CASE PROPOSALS

Proposal Submission Deadline: November 15, 2011

Full Case Submission Deadline: January 15, 2012

 

A book edited by Dr. Russell G. Carpenter, Assistant Professor of English and Director of the Noel Studio for Academic Creativity, Eastern Kentucky University, USA

 

To be published by IGI Global: http://www.igi-global.com/authorseditors/authoreditorresources/callforbookchapters/callforchapterdetails.aspx?callforcontentid=1362988b-a261-4cf8-b7bd-a031c1bb034f

 

Introduction

University Business magazine, in its recent "Collaboration Station" issue published in May, 2011, documented the recent flurry of reinvented spaces and new construction that caters to students and university populations. In it, they recall the uninviting environments of yesterday and look toward the future of designing higher education learning spaces. Higher education spaces are undergoing radical transformation in an attempt to respond to the needs of 21st-century learners and a renewed interest in collaboration that spans beyond the walls of departments, colleges, and libraries. Meanwhile, libraries, media labs, and other central higher education initiatives are reinventing their spaces through remodeled centers and full-scale renovation projects. Likewise, some involve new, collaborative practices that respond to the ways that students, faculty, and staff communicate, research, and learn in the 21st century. Universities are drawing from successful reinvented corporate environments as they design their new spaces, libraries are becoming centralized hubs for collaboration and information design, and the information commons concept has taken on a new meaning for higher education leaders.

 

This collection invites representatives from higher education, K-12 education, a range of industries, and the corporate sector to ask questions about the future of higher education spaces, collaborative partnerships, and technologies that serve to develop new environments or reinvent previously unused or underused ones. The editor invites single authored and collaboratively written articles from a diverse range of innovative higher education and corporate partners to offer perspectives on ways in which technology, collaborative efforts, and creative thinking can be leveraged to envision new and redesigned higher education spaces.

 

Overall Objective of the Book

Cases on Higher Education Spaces seeks to assemble major innovations in the design of higher education spaces through a collection of cases written by scholars, directors, and other leaders involved in developing or re-envisioning learning environments. This volume brings together representatives from a diverse range of areas in higher education, including libraries, communication centers, writing centers, digital media labs, learning commons, and new hybrid initiatives that integrate several of these areas in the design of innovative and technologically sophisticated learning spaces. The collection seeks to accomplish the following objectives:

1) Offer readers useful background information about the current climate of innovative, technologically sophisticated design for learning spaces to create a context for the articles in this volume.

2) Provide instructive case studies of effective and emerging collaborative spaces in higher education, K-12, and industry so that these areas might create a dialogue with one another and readers might draw comparisons.

3) Provide higher education leaders with concrete information about the needs of collaborative, technologically sophisticated spaces and the value of reinventing outdated ones. 

4) Provide insights for university leaders and administrators to increase emphasis on collaboration and technology in the development of innovative spaces appropriate for 21st-century literacies and learning.

5) Offer well-theorized speculation about the future of technologically sophisticated higher education spaces based on historical trends and projections about innovations, technologies, and collaborations. This speculation can help shape the future of collaboratively designed spaces and help stakeholders from campus and industry prepare for coming challenges and opportunities.

 

Target Audience

Higher education and K-12 faculty, staff, students, and administrators; leaders of innovative spaces and initiatives, who collaborate within and in partnership with educational institutions and have an interest in integrating technologies to facilitate that cooperation. Higher education leaders interested in developing 21st-century learning environments or reinventing previously unused or underused ones.

 

With its parallel emphases on higher education spaces, technological advancements, collaborative relationships, creative innovation, and engaging pedagogy, this collection will serve as a resource for academic administrators, instructors, librarians, and industry leaders. The range of texts in this collection will include practical essays that provide educators and administrators with the strategies necessary to implement their own innovative learning spaces, theoretical pieces that will help readers develop useful ways of thinking about collaborative efforts that pave the way for designing innovative spaces, and speculative essays that anticipate new directions in higher education spaces, educational technology, and collaborative relationships.

 

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

Proposals for cases of 7-8,000 words might include any one topic or multiple threads. Topics of interest might include but are not limited to any of the following:

• innovative, successful collaborative higher-education spaces with an emphasis on best practices for uses of technology

• approaches to space design through collaboration and use of technology to shape experience

• strategies for developing a socially engaged and technologically sophisticated collaborative space for the future

• collaborations between/among library, learning commons, knowledge commons, writing centers, communication centers, digital media labs, and new emerging hybrid spaces

• designing innovative, recently developed, or in-progress spaces that involve collaboration and/or innovations in the use of technology, along with pedagogies for those spaces

• national and international theoretical possibilities and perspectives for innovative learning spaces

• sustainability in the design of collaborative, technologically-sophisticated spaces

• K-12 spaces that have emerged through collaboration and involve the use of technology

• innovations in corporate models for the design of technology-rich spaces for collaboration or cases that resulted through collaboration with implications for higher education

 

Submission Procedure

Researchers and practitioners are invited to submit 2-3 page proposals describing the objectives and approach of each proposed case. The final deadline for proposals is November 15, 2011, but the editor will begin reviewing proposals and providing feedback immediately. Authors of accepted proposals will be notified by December 9, 2011 and sent chapter guidelines. Full chapters will be due on January 15, 2012. All submitted chapters will undergo a double-masked review process. Contributors may also be invited to serve as reviewers for the 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 2012.

 

Important Dates

November 15, 2011:   Proposal Submission Deadline

December 9, 2011:     Proposal Acceptance and Rejection Notifications Sent

January 15, 2012:       Full Chapter Submission

March 31, 2012:          Review Results to Authors

April 30, 2012:             Revised Chapters Due

May 15, 2012:             Final Acceptance Notifications

May 30, 2012:             Submission of Final Chapters

 

Editorial Advisory Board Members:

TBA

 

Inquiries, proposals, and submissions can be sent electronically in MS Word to:

Dr. Russell G. Carpenter

Director, Noel Studio for Academic Creativity

Assistant Professor of English

Eastern Kentucky University

859-622-7403

November 23-25, 2011

Acapulco Beach Club and Resort Hotel, Kyrenia - North Cyprus

Dear Colleagues,

We would like to invite you to submit proposals for the "Global Education Conference", which aims to provide a platform where latest trends in education are presented and discussed in a friendly and multinational environment. Proposals can be either in Turkish or English and for papers, panels, rountables, posters/demonstrations, and workshops. Furthermore if  the presenter is unable to attend the oral presentation, the virtual presentations and video presentations are available. The deadline for abstract submission is 11 November 2011 and for full article submission 18 November 2011.   

GEC'11 conference is supported by Cyprus International University, Sakarya University, İzmir University, Pegem-A publishing and will take place on November 23-25, 2011 at the Acapulco Beach Club and Resort Hotel, Kyrenia, North Cyprus. All full paper presentations will be published in an online proceeding book of GEC'11 and the selected papers will be published in:

* The Online Journal of Global Education - TOJGE (www.tojge.net),

* The Turkish Online Journal of Educational Technology - TOJET (www.tojet.net) (SSCI),

* International Online Journal of Educational Sciences - (IOJES) (www.iojes.net),

* The Online Journal of New Horizons in Education - TOJNED (www.tojned.net),

* Educational Administration-Theory and Practice- (http://pegemdergi.net/index.php/KU),

 * Pegem Journal of Education and Instruction- (http://pegemdergi.net/index.php/EO) 

 

For more information please visit the official conference website (www.globeducon.com). If you require further information, please contact us on gec.notrhcyprus@gmail.com.

We are looking forward to seeing you and sharing ideas with you.

Yours Sincerely,

Prof. Dr. Ahmet Pehlivan

President of the GEC-2011

SUBMISSION DUE DATE: September 15, 2011

 

SPECIAL ISSUE ON Strategically Influencing On-line Education: Power, Politics, and Social Dynamics

 

International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)

 

Special Issue Editors:

Mahesh S. Raisinghani, Texas Woman's University, USA

Celia Romm Livermore, Wayne State University, USA

 

Introduction

The power and politics (or social dynamics) of the on-line classroom, the politics of getting a large organization, like a university, to adopt educational technologies to promote specific political agendas in classrooms (e.g., the utilization of the Web during the Obama campaign to promote support for the presidential candidate Obama among school children), the use of on-line technologies for ideological indoctrination or "influencing" in the educational systems of extremist groups of all religions and issues of power and politics that are related to the on-line education of special needs minorities such as people who are physically/intellectually challenged, people of color, women, migrants, and so forth. The changing dimensions of 'technology' and 'learning' have significant impact globally. The recent success of China and India in moving into the production of high value-added, high-technology products has caused political leaders and their advisors to re-evaluate the global economic challenge. The OECD recently acknowledged that emerging economies including China and India were moving up the value chain to compete with Western organizations for high-tech products and R&D investment. There has been major growth in all OECD countries for expansion into higher education. Canada was the first country to achieve the target of over 50 percent of people aged 25 and 34 to enter the job market with a tertiary level qualification, followed by Korea, which has engineered a massive growth in tertiary provision since 1991. While much of the international business and policy literature has focused on education, globalization, the use of innovation and creative enterprise; it has ignored the shift towards global standardization or alignment within companies, where technology is the key enabler and facilitator. 

 

Objective of the Special Issue

Technology, learning, education and supporting globalization through innovation and creativity leading to a globalized knowledge economy are the main emphasis of this Special Issue of the International Journal of Web-Based Learning and Teaching Technologies (IJWLTT). More specifically, the issue focuses on the impact of globalization on education and business, the changing dimensions of the WBLT technologies and uses, sharing educational experiences and situations including (but not limited to) distance learning, collaborative work, constructivist approaches in on-line, traditional and hybrid class-rooms, designing blended learning and programs, importance of dialogue in distance education programs, CSCL, network learning, etc. while focusing on the world economies with respect to these worldwide changing perspectives and the creation of a globalized knowledge economy.

Recommended Topics

Topics to be discussed in this issue include (but are not limited to) the following:

Best practices in international learning, education and technology

Building multi-disciplinary teams for web-based learning and teaching

Building web-based learning communities

Constructivist approaches to web-based learning and teaching

Creation of globalized knowledge economies

Cross cultural analyses of globalization, education and international business perspectives

Decision making in implementing web-based learning and teaching

Education impacting local and global communities

Globalization and technology: changing paradigm

Globalization, education and learning: case studies

Impact of globalization on education and business

International perspectives on technology and education

Knowledge building using web-based learning and teaching technologies

Macro issues in global businesses, e-education and communities

Macro issues in globalization, e-education and e-learning

Management side of web-based learning and teaching

Network learning using WLTT

Politics of adoption and implementation of e-learning initiatives from the individual/department's perspective

Politics of implementation of e-learning initiatives from the administration's perspective

Politics of implementation of e-learning initiatives from the student's perspective

Power and politics in online/e-education

Project management for implementing WLTT

Related issues that impact the overall utilization and management of web-based technologies in education

Schools impacting globalization and international business education

Technology enablement of global businesses, higher education and international business

Web-based CSCL

Web-based technologies enabled pedagogical scenarios

Web-based technologies enabled pedagogical systems and programs

WLTT implementation: models, methods, and frameworks

 

Submission

Researchers and practitioners are invited to submit papers for this special issue on Strategically Influencing On-line Education: Power, Politics, and Social Dynamics on or before September 15, 2011. All submissions must be original and may not be under review by another publication. Interested authors should consult the journal's guidelines for manuscript submissions at http://www.igi-global.com/Files/AuthorEditor/guidelinessubmission.pdf.  All submitted papers will be reviewed on a double-blind, peer review basis. Papers must follow APA style for reference citations. Final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers. All submissions must be forwarded electronically to either one of the special issue editors.

 

About

The mission of the International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) is to contribute to the broadening of the overall body of knowledge regarding the multi-dimensional aspects of Web-based technologies in contemporaneous educational contexts, assisting researchers, practitioners, and decision makers to design more effective learning systems and scenarios. IJWLTT explores the technical, social, cultural, organizational, human, cognitive, and commercial impact of technology. In addition, IJWLTT endeavors a broad range of authors and expands the dialogue to address the interplay among the diverse and disparate interests affected by technology in education. The journal seeks to explore the impact of Web-based technology on the design, implementation and evaluation of the learning and teaching process, as well as the development of new activities, relationships, skills, and competencies for the various actors implied in such processes.

Publisher

The International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) is 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.

 

All submissions and inquiries should be directed to the attention of:

Mahesh S. Raisinghani: mraisinghani@twu.edu

Celia Romm Livermore: ak1667@wayne.edu

Share Your Stories and Experiences: Submit a Proposal Now

WANTED: 2012 Mid-Atlantic Regional Conference Presenters

Although summer has only just begun for most of us, you have the unique opportunity to contribute to the program for next year's Mid-Atlantic Regional Conference. Themed "Reimagining IT in a Changing Landscape," the 2012 Mid-Atlantic event is now accepting speaker presentation proposals focused on any of the following topics:

• Leadership and Management
• Mobile and Cloud Technologies
• Supporting Enterprise Services and Users
• Teaching, Learning, and Research

Submit a proposal by July 27 to present January 11-13, 2012, in Baltimore.

Together with peers in your region, we'll look at how IT must partner with faculty, staff, and students to create innovative solutions to the challenges of today and tomorrow. If you have experience in any of the key topic areas above, we invite you to share your story with the greater community. Let's work and learn together as we share, create, and discover approaches for anticipating and responding to the changing world and higher education landscape.

Help our community reimagine, reinvent, and innovate in a climate of constant change and challenge.
To submit a proposal go to http://www.educause.edu/MARC12/program

The resources below have all been scheduled and developed to help you create a successful proposal:

• Call for Proposals Orientation Session (Adobe Connect Room)
  Friday, July 1, from 2:00-3:00 p.m. eastern time
  Log in as: "Guest"
  
  No registration is necessary, and audio from the presentation will be provided online through the conference room. There will be ample time to post questions and comments in the chat space.

NOTE: Prior to the session, please run the Adobe Connect Connection Test on the computer you plan to use to ensure your configuration is compatible with the web conferencing system.

• Proposal Preparation Checklist
• Detailed Tracks and Key Topic Descriptions for This Event

Before you begin work on your next proposal, check out these helpful tips on improving your next conference proposal and listen to our podcast, "Writing a Successful Proposal for a Conference Presentation," which presents insights from three academic professionals on what they look for in a submission and their advice on approaching the writing process.

Help us reimagine the future by sharing your experience dealing with our constantly changing landscape!

Call for Submissions

Equity and Excellence in Education Special Theme Issue

 

Global and Local Perspectives on Social Justice Pedagogy:

History, Policy, and Praxis

 

Guest Editors: Thandeka K. Chapman and Nikola Hobbel

 

The term "global" applies to our desire to have international representation in this special issue. All contexts are indeed "local" to those who research and participate in them, but "global" to those a continent removed. Therefore, our use of "global" and "local" in the title recognizes the diversity of geographical spaces in which social justice education take place. Additionally, we ask that articles submitted for the special issue explore the macro and micro contexts in which social justice pedagogy take place. Authors should locate their work within the greater social and political contexts that shape their research or conceptualizations of social justice education. We ask that the authors explain the tensions (support systems and/ or barriers) between the macro contexts of their district, region, state, and/or country and the micro contexts of the history, policy, or praxis of social justice pedagogy in their specific educational contexts.

 

The term "social justice education" has gained significant attention in the past decade of education research. The roots and wings of critical pedagogy, such as multicultural education, anti-oppressive education, intergroup education, and women's and ethnic studies represent some key educational paradigms that have informed social justice education. Historically, educators and activists have used these and related paradigms in education to shape more equal and just educational communities, to challenge discourses of power and privilege, and to foster critical consciousness and social engagement within and beyond their communities. It is indeed this goal, to change the worlds in which we live, that will fuel this special theme issue of Equity & Excellence in Education.

 

We welcome manuscripts that offer research findings, theoretical perspectives, methodological discussions, and pedagogical reflections concerning (but not limited to) the following areas:

 

•         Empirical studies documenting social justice pedagogy in national and international contexts

•         Reviews of research about social justice pedagogy from the United States and other countries, including Australia, China, Africa, Indonesia, South America, the European Union, and First Nations

•         Conceptual papers synthesizing, explicating, and challenging concepts of social justice in national and international policy contexts

•         Historicizations of social justice pedagogy, including historical figures/elders of the field, seminal works, and early attempts toward equity and access in education

•         Reflective accounts detailing enactments of social justice pedagogy

•         Research focused on Historically Black Colleges and Universities and Native American Tribal Colleges

•         Speculative work connecting social justice pedagogies to larger social justice aims

 

SUBMISSION GUIDELINES: Follow Instructions for Authors on our website (http://www.eee-journal.com). In addition, please include a cover letter indicating that this submission is for the Global Perspectives on Social Justice Pedagogy special issue. Mail submissions so that they will be received by November 15, 2011. Please address questions to the Guest Editors at pedagogyeee@gmail.com  This special issue is due to be published in February 2013.