Call for papers - Learning, Media and Technology

Learning, Media and Technology is acknowledged as one of the leading academic journals in the fields of educational technology and educational media.

Proposals are invited for papers for a special issue of the journal on the theme of Digital Media and Data: Using and designing technologies to support learning in practice. The special issue will be edited by Peter S. Wardrip (University of Pittsburgh), R. Benjamin Shapiro (Tufts University) and Richard Halverson (University of Wisconsin).

We are currently soliciting abstracts for proposed papers for the special issue. Abstracts should be no longer than 300 words and be accompanied by up to six keywords.

Deadline for submission of abstract: 30th December 2012

Successful authors informed: 10th January 2013

Deadline for submission of full papers: 30th June 2013

Full papers are expected to be between 4,000 and 6,000 words (please refer to the journal website for full ‘instructions for authors’). All papers will be subject to the usual blind reviewing and refereeing processes.

Please send abstracts and keywords to the guest editors by 30th December 2012:

Email address: lmt@learningscienc.es

 

FURTHER DETAILS OF THE SPECIAL ISSUE

Encouraging the use of data to improve instruction and student achievement is prominent in current educational policy. Arne Duncan, the United States Secretary of Education, has referred to data as the “driving force” in educational reform (Tucker, 2010). Yet, most discussions of data use continue to focus on system evaluation rather than improving student learning or teaching practice (Halverson & Shapiro, 2011).

This special issue of Learning, Media and Technology will explore digital media and technology to support data-informed teaching and learning. This issue will inform the concept of “data-informed instruction” in several ways. First, it will explore our notion of actionable data in schools; second, it will expand the role of technologies in collecting, analysing and representing data for instruction and learning; and third, it will expand the idea of who has agency in the data-use process.

What is actionable data for teaching and learning? While educational policy research has primarily focused on performance and behavioural data, we seek papers that address the potential of data beyond these categories. Possible topics include using data to explore:

- Students’ social networks

- Students’ interests & aspirations

- Students’ self-efficacy

- Teacher data-practices

- Teacher learning styles and trajectories

We believe that the role and potential of media and technology to support data use for teaching and learning changes as the categories of data shift to include the broader experiences of the learners.

How might digital media and technologies support new conceptions of data informed teaching and learning? Everyone participates in a rich variety of data worlds. What kinds of tools need to be developed to bring the power of these data worlds to bear on improving teaching and learning in schools? This special issue will highlight new ways that data, and data tools, can inform everyday practices in schools. We seek papers that address the gap between how data are currently used in schools and the ways that data might be used; and to highlight the ways that data can be made more actionable by teachers and students. Topics might include:

- Alternative approaches to data representation and visualization;

- Mobile apps to support instruction and learning;

- Digital games;

- Badging and certification systems;

- Digital media production, sharing or distribution systems;

- Social networking platforms

Who uses the data for teaching and learning? While data-informed instruction has always assumed the primary user of data is the policy-maker or supervisor, we seek articles that explore how digital media and technology can be used by teachers, students, leaders, family members, community members as well as other educators to support learning.

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