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News from the CITE Journal - Previous Revision

A Message from the Editors of the English Language Arts Section:

Greetings CEE Members and others interested in English Education and Technology!

Below are two calls for upcoming special themed issues of the CITE Journal. Please note that the deadline for the first call has been extended. We encourage submissions to both of these timely calls -- both feature engaging examples of how emerging technologies and new literacies are reshaping and shifting our field.

We hope you will return to the CITE Journal News page in the future for highlights of articles from the English Language Arts section of the journal, including podcasts with selected authors, invited commentary podcasts, and more.

Please be sure to check out the current issue of the CITE Journal (featuring an article on research into the use of technology tools in a reading course and soon to feature an article on automatic essay scoring v. human scoring), and don't hesitate to contact us if you have questions about submitting an article or becoming a reviewer.  We look forward to seeing you in San Antonio for NCTE!

Sincerely,

Carl Young, NC State University, carl_young@ncsu.edu

Jamie Myers, Penn State University, jmm12@psu.edu

Calls for Special Issues of the CITE Journal

Contemporary Issues in Technology and Teacher Education
Special Issue 1:

"Technology, Pedagogy, and Content Knowledge in the English Language Arts"

Technological Pedagogical Content Knowledge (TPCK) is a theoretical framework that has been conceived of as the intersection and interplay of three primary domains of knowledge: technology (TK), pedagogy (PK), and content knowledge (CK).  TPCK builds upon Shulman’s notion of PCK, and attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge (Mishra & Koehler, 2006).  If TPCK, now referred to as TPACK (Koehler & Mishra, 2008). is a viable framework for effective technology integration, how does it affect teaching and learning in the English language arts and English education classroom?  How is this framework playing out in English and English education classrooms with regard to developing instruction around specific subject matter while incorporating a keen sensitivity to the dynamic, transactional relationship between all three knowledge components?  How do English teachers and English educators negotiate these three relationships?  Being able to bring these three types of knowledge together effectively seems to represent a form of expertise different from a traditional approach to teaching, one that is much needed in our ever evolving, technology-dependent world. 

Scholarly submissions may address research, theory, or practice describing: (a) teachers or preservice teachers who demonstrate "TPACK" in the K- 12 classroom; (b) teachers/preservice teachers in the process of developing TPACK; or (c) teacher education programs with demonstrated success in developing TPACK in their graduates.  Submissions might also address a theoretical stance in which the author synthesized the research or development of TPACK thinking in English Education. We have a special interest in articles describing the development of instruments or methods to measure TPACK in English Education.

Slated for Issue 9(1)
Author submission deadline: December 15, 2008  (deadline extended)
For publication March, 2009

Special Issue 2:

“Research on Innovative Uses of Digital Video in the K-12 English Language Arts and/or Literacy Classroom and Its Implications for Teacher Education”

Digital video is a particularly dynamic mode of communication in the context of new literacies and emerging technologies.  This special issue will emphasize articles describing research on the topic of digital video in the classroom. Research settings may include either the classrooms of in-service teachers or the classrooms of preservice teachers during their field experiences or student teaching. Uses of digital video to be studied may include commercially prepared videos, teacher-created videos, or student-created videos. We define “digital video” broadly to include video filmed with a camera, a collection of still images and/or video clips combined through software such as iMovie or Moviemaker, screen capture of action taking place on a computer monitor, Flash movies, and more. Submissions should draw connections between classroom research and implications for English and/or literacy teacher preparation.

Slated for Issue 10(1)
Author submission deadline August 15, 2009
For publication March, 2010

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