--- Forwarded message from Michael Thomas ---

>From: Michael Thomas <[log in to unmask]>
>To: [log in to unmask]
>Subject: Call for chapter proposals
>Date: Mon, 20 Apr 2009 18:30:13 +0900

CALL FOR CHAPTER PROPOSALS


WEB 2.0 IN EDUCATION:
APPLYING THE NEW DIGITAL TECHNOLOGIES


PROPOSAL DEADLINE: MAY 31st, 2009


EDITOR
Michael Thomas Ph.D.
Nagoya University of Commerce & Business, Japan


INTRODUCTION


Much has been written over the last few years about the potential of Web 2.0
technologies (wikis, podcasting, social networking sites, virtual worlds,
photo- and video sharing, etc.) to produce a transformation of pedagogy. Web
2.0 applications are portrayed as technologies that will enhance collaboration
and participation in the classroom and develop students$E2Ao new digital
literacy skills. Though Web 2.0 technologies are becoming increasingly
prominent, few longitudinal or empirical studies have been carried out to date
and many of the alleged benefits of the technologies have yet to be
substantiated. Moreover, frequently cited terms such as $E2Audigital
natives,$E2Au $E2Audigital immigrants,$E2Au and $E2Aucollective
intelligence$E2Au, to name but a few, while intuitively significant, have been
supported by little in the way of actual studies. Where such studies have
emerged, they have cast into doubt the wider significance of these terms and
deconstructed some of their most important foundational claims. Most of the
existing literature on Web 2.0 is descriptive in nature, and while this is
useful for actual teaching practice, it is now necessary for studies of Web 2.0
to engage with a more substantive research agenda in the educational domain.


Web 2.0 in Education: Applying the New Digital Technologies is a collection of
content-based chapters and case studies examining the pedagogical potential and
realities of Web 2.0 in a wide range of disciplinary contexts across the
educational spectrum. The book aims to examine a number of foundational aspects
of Web 2.0 technologies and to understand the implications for teaching,
learning and professional development. By mixing content-based chapters with a
theoretical perspective with case studies detailing actual teaching approaches
utilizing Web 2.0 in the classroom or on campus, the book will provide a
valuable resource for teacher trainers, academic researchers, administrators
and students interested in interdisciplinary studies of education and learning
technologies.


CHAPTER PROPOSALS




Chapter proposals are being sought for the first section of the book (6-10
chapters). Chapters should focus on a substantive area of pedagogy related to
the use of Web 2.0 technologies in education. Completed chapters should be
between 6,000 - 8,500 words in length, and fully referenced following APA style
guidelines. Possible subject areas to be addressed by the chapters include but
are not limited to the following:


(i). Research on digital natives and/or digital immigrants


(ii). Web 2.0 and digital literacies


(iii). Web 2.0 in open and distance learning


(iv). Web 2.0 and professional development


(v). Virtual and/or Personal learning environments


(vi). Research on particular applications (Flickr, wikis, podcasting, virtual
worlds, social networking etc.)


(vii). Mobile learning


(viii). Literature reviews of Web 2.0 research


(ix). Administering Web 2.0 in education, security issues etc.


(x). Deconstructing Web 2.0 in education, critical perspectives on the
potential of emerging technologies


Proposals on other topics in addition to those listed are of course welcomed.


CASE STUDIES PROPOSALS


The second section of the book includes 12-20 case studies that develop and
compliment the themes of the first section of the book by exploring
instructors$E2Ao practical experiences.


All of the case studies are organized according to a similar format thus
enabling comparison. Case studies represent first-hand accounts from those
involved directly in the projects described. The case studies should be based
on research done with Web 2.0 technologies in the last four years. Each case
study should address the following sections where appropriate:


(i). the context of the project
(ii). the rationale of the project
(iii). the teaching and learning aims and objectives of the project
(iv). the technology infrastructure
(v). the evaluation and assessment criteria used
(vi). the learning outcomes and findings of the project
(vii). future implications of the project (institutional, for teaching, for
learning, for professional development)


The final word-length of each case study is expected to be in the range of
3,500 $E2Ai 6,000 words


SUBMITTING A PROPOSAL


Please send a 1-2 page proposal outlining the main features of your proposed
chapter or case study and how it is relevant for the collection. Proposals
should be sent as MS Word documents by email to: Michael Thomas, at:
<[log in to unmask]>. The deadline for the receipt of a proposal is May
31st, 2009. The subject line of the email should read, $E2AuWeb 2.0
Chapter/Case Study Proposal.$E2Au


All proposals should include the following information:


(i). Full name and title of the author(s)


(ii). Professional status (Teacher, Lecturer, Professor etc.)


(iii). Professional affiliation (Name of your educational institution)


(iv). Professional address


Department


Employer


Country


Phone/Fax


Email addresses


(v). Please attach a short biographical statement of each author (ca. 50-100
words).


All proposals will be vetted and returned to the authors within 2 weeks of
receipt with appropriate feedback.


The first draft of the chapters and case studies is due on or before November
30th, 2009. All submitted work will be subject to a double-blind refereed
process.


Authors of accepted proposals will be sent further guidelines for the
development of their chapter or case study. Prospective authors may submit more
than one chapter and/or case study proposal. However, only one chapter and case
study can be accepted per author.


The book has attracted interest from a number of educational publishers and it
is expected to be published in 2010.


ABOUT THE EDITOR


Michael Thomas Ph.D. is Professor of English Language (special emphasis on
learning technologies) at Nagoya University of Commerce & Business in Japan.
His research interests are in the philosophy of language, digital literacies,
emerging technologies and education, and the Internet and society. He is author
of The Reception of Derrida: Translation and Transformation (2006), editor of
Handbook of Research on Web 2.0 and Second Language Learning (2009), and
co-editor of Interactive Whiteboards: Research and Practice (forthcoming 2009)
and Task-Based Language Teaching and Technology (forthcoming 2010). He is
editor of the International Journal of Virtual and Personal Learning
Environments.











--- End of forwarded text ---

***********************************************
LLTI is a service of IALLT, the International Association for
Language Learning (http://iallt.org/), and The Consortium for Language
Teaching
and Learning (http://www.languageconsortium.org/).
Join IALLT at http://iallt.org.
Otmar Foelsche, LLTI-Editor ([log in to unmask])
***********************************************