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Themed issue of Technology, Pedagogy and Education, Call for papers

Abstract Submission Date

We will be producing a peer reviewed, themed issue of the journal Technology, Pedagogy and Education (edited by Sara Hennessy and Paul Warwick, to appear in June 2010). Click here to download detailed call for papers. Please note: abstracts of 1000 words for full papers or 500 words for short papers should be submitted by 31st July 2009.


Submission of abstracts for consideration: July 31, 2009

Submission of first drafts: October 30, 2009

Reviewer feedback to authors: January 29, 2010

Submission of final drafts by authors: April 1, 2010

Three Broad Themes

The three broad themes are characterised at the school, national and international levels, each with a number of suggested subthemes and questions. These merely aim to exemplify the broader themes, whose content is flexible. Presentations may raise other issues not specified and may span two or more themes/subthemes. Themes are expected to be developed further during the conference and we welcome input from delegates at any time.

Theme One: Pedagogy and classroom activity

How do teachers exploit the interactive, multimodal and re-visitable features of whole class technologies (WCTs) to facilitate

  • Collaboration: How do teachers use WCTs to support collaborative activity within or between classrooms?
  • Classroom dialogue: How can use of WCTs support 'dialogic'; classroom interaction between students and between teacher and students? How can it help to create an effective community of learners?
  • Student participation: How can use of WCTs help to make explicit and move on student thinking? How important is it for all students to use the technology themselves? How do teachers ensure that all students are cognitively involved in whole class activity? Are there tensions between private learning activity and public display?
  • Classroom organisation and management: What kinds of technologies best support individual, pair work, group work and whole class teaching? What are the resourcing, structural and practical issues that influence classroom use?
  • Adaptive teaching: How do teachers using WCTs address individual learning needs? How do they foster an appropriate pace of learning offering thinking and discussion time?
  • Learning outcomes: What do individual students take away from whole class work in this context? Do they create their own versions of collective representations? How do teachers monitor or assess what is learned? Can some technologies support assessment?

What methodologies are appropriate in researching classroom use of WCTs?

What theoretical approaches can usefully frame research in this area?

Theme Two: Developing Practice

  • Professional development and initial teacher education: How can we encourage and support teachers in exploiting the interactive, multimodal and re-visitable features of the technology more effectively? What opportunities are there for sustained, pedagogically focused professional development?
  • Leadership: What are the present and future challenges facing practitioners, school leaders, educational administrators and policymakers? What are the key messages and recommendations for them from the research?
  • Future directions: eg How can display technologies be used in conjunction with online learning environments? What are the pedagogical training needs of teachers for the next 5 years?

Theme Three: Learning from other settings

How do different educational systems, pedagogies and curricula shape technology use?

What implications are there for developing practice or policy in our own countries?