Wednesday, 10 June 2015

Call for papers: E-learning and Digital Media Special Issue on Twitter in Education

We are pleased to announce the Call For Papers as guest editors in an upcoming special issue of E-Learning and Digital Media, now published by Sage. We want to draw this to your attention in the hope that you will:
  • Submit an article for publication in the special issue
  • Assist with disseminating the call to interested colleagues
  • Volunteer your services as a reviewer for this special issue
  • Look out for the special issue when it appears - to read, respond and share

More about the Special Issue on Twitter in Education:

Submission Due Date: 26 February 2016


Guest Editors: Drs Noeline Wright & Dianne Forbes


Introduction
Twitter in education: Microblogging is now an accepted part of the social media landscape. But what does it look like in educational settings for educational purposes? What is it used for, what impact does it have, and who for?


This call for papers for E-Learning and Digital Media aims to collect articles that directly focus on how and why Twitter is used educationally. Explorations that dig deeply into its affordances for learning as well as examples of practice across sectors (from compulsory schooling to various tertiary and informal learning contexts) are welcome.  A range of methodological approaches are also welcome.


Objective
This issue on Twitter in education will bring together examples of practice and thinking that help us understand how these social media tools are appropriated for specific educational purposes and the extent to which they address issues of impact, which must be defined in relation to the context under scrutiny. In addition to practice-based submissions, we welcome literature reviews and theoretical considerations of Twitter use in education.


Recommended Topics
Topics for discussion in this special issue include (but are not limited to) the following:
  • First experiences of Twitter in education: Newbie perspectives
  • Student perspectives on learning through and with Twitter
  • Professional learning through and with Twitter
  • Twitter as used by primary and secondary teachers
  • Twitter in Teacher education contexts
  • Twitter in Tertiary Education contexts
  • Language learning with Twitter
  • Synchronous TweetChats in education
  • Theorising Twitter for education
  • Literature reviews on Twitter in education
  • Comparative studies of Twitter and other social media tools for learning purposes.


Submission Procedure
Authors are invited to submit papers for this special issue on Twitter in education on or before February 26, 2016. 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.


All submitted papers will be reviewed on a double-blind, peer review basis. Papers must adhere to the Sage Harvard reference style for citations.


All submissions and inquiries should be directed to the attention of:
Dr Dianne Forbes
Please write ‘Elea Twitter in Education Special Issue’ in the subject line of all correspondence.

More about the Journal:
E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. 

This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learningto E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.




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