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Dr. Becky Anderson and I invite you to consider contributing your expertise by submitting a chapter in a soon-to-be-published edited book. Digital Tools for Writing Instruction in K-12 Settings: Student Perception and Experience is timely because students are currently using technology to write both in and out of the classroom. In particular, students are writing outside of the classroom in ways that are not well documented or understood. Research is needed to report what students are doing both in and out of school and the implications this has on their learning. As a result, there exists a need for an edited collection of chapters in this area to 1) keep educators abreast of how to use the growing number of technology tools, 2) address the growing emphasis on writing instruction in both K-12 settings and in teacher education programs, 3) meet national standards and current initiatives that expect teachers to integrate writing across the curriculum, and 4) inform practice for the growing number of educators involved in K-12 online teaching and learning.
Digital Tools for Writing Instruction in K-12 Settings: Student Perception and Experience
Rebecca S. Anderson (The University of Memphis, USA)
Clif Mims (The University of Memphis, USA)
Proposal Submission Deadline: March 15, 2013
Full Chapters Due: July 20, 2013
Currently, more emphasis is placed on writing instruction in K-12 schools than ever before. Unfortunately, however, students continue to perform poorly on national writing assessments. One possible solution to helping students become better writers is for K-12 teachers to use the growing number of digital tools to teach writing. Another possible solution is for content area teachers (i.e., math, science, social studies, and language arts) to integrate writing assignments into their curricula. Consistent with the present national STEM (Science, Technology, Engineering, and Math) initiative, which also embraces writing across the curriculum, students are no longer taught how to write just by the writing teacher. Instead, teachers at all levels, and in all content areas, are expected to use writing to help students both become better writers and to learn content knowledge. Therefore, it is important that K-12 teachers learn how to use new digital tools to effectively teach writing in the content areas. In particular, it is important to learn which technologies students are using, both inside and outside the classroom, and the implications this has for teaching and learning. As a result, there exists a need for an edited collection of articles in this area.
The target audience of this book is educators who are, or who work with, K-12 content area teachers. Thus, the primary audience will be professionals and researchers working in the field of K-12 education and teacher education. Additional audiences are higher education and adult education professionals who can adapt the practical and effective applications for using new technologies to teach writing in their respective content areas.
Researchers and practitioners are invited to submit on or before March 15, 2013, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by March 29, 2013, about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by July 30, 2013. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
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 book is anticipated to be released in 2014
|Proposal Submission Deadline||March 15, 2013|
|Notification of Acceptance||March 29, 2013|
|Full Chapter Submission||July 30, 2013|
|Review Results Returned||September 30, 2013|
|Revised Chapter Submission||October 30, 2013|
|Final Chapter Deadline||December 15, 2013|
Submissions can be forwarded electronically (Word document)
In keeping with the principles of Web 2.0 I encourage the participation of everyone with an interest or expertise in this topic. You may contribute to the discussion and fun by using the following tag/keyword: idt7078. Be on the lookout for ways (Ustream, Skype, Twitter, Plurk, etc.) to informally participate with us. I would certainly consider making it possible for those wishing to enroll in the course and participate from a distance, too.
Greg R. Fishbone replied to my earlier post and asked the following question regarding my concluding statements.
I’d love to participate informally, but how does one follow a keyword?
I think this is a GREAT a question and I suspect Greg is not the only one wondering about this. I’m sharing this information here in hopes of helping Greg and anyone else that may be interested in being part of our learning community this summer.
Google Keyword Search
You can add the following RSS feed to your aggregator (such as Google Reader or Bloglines). New blog posts, wiki entries, bookmarks, videos, podcasts, etc. tagged with idt7078 will then be “delivered” to you as they show up in Google.
An alternative to this strategy would be to setup a Google Alert for idt7078.
You can also add a keyword search for idt7078 to TweetDeck or similar Twitter platform if you are using one. If not, then you can add the following RSS feed for the Twitter Search of the course tag to your aggregator.
Add idt7078 to your list of Saved Searches in your profile’s dashboard.
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Join other followers.