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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!


Carl Young, NC State University,

Jamie Myers, Penn State University,

Call for Special Issue of the English Language Arts section of the CITE Journal

Contemporary Issues in Technology and Teacher Education

Theme: "Fast Forward in Technology and English Teacher Education: Policy Into Practice"

Guest Editor: Janet Alsup, Purdue University, CEE Chair

The world of English teacher education today is fraught with many challenges, from unforeseen policy initiatives to which we must respond and accreditation visits which often seem inconsistent with our work, to preparing new English teachers to teach an increasingly diverse student body while working in a progressively more restrictive environment. We face these professional challenges while trying to do the work we have always joyfully done: prepare new teachers of English language arts to be as successful as possible in educating today's young people to be literate, clear thinking, and inquisitive citizens who read, write, and communicate effectively within various contexts and for multiple purposes. Twenty-first century technologies provide some of the most powerful tools for the English teacher educator and secondary English teacher as they work toward these educative goals.

We welcome submissions for a special issue dedicated to sharing work from the first biennial CEE conference held at Elmhurst College in Chicago, June 19-21, 2009. This conference, “Fast Forward in English Education: Policy Into Practice,” built on two previous CEE Leadership and Policy Summits of 2005 and 2007, with the goal of "fast forwarding" their productive, yet largely philosophical, discussions into the realms of teacher education classroom practice, teacher mentoring, professional development, and goal-centered political advocacy. As the title suggests, the aim of this conference was to put previous efforts developing comprehensive belief and policy statements into real-world practice, with the overarching objective of implementing previously articulated policy initiatives through the creation of written documents or project plans. 

We invite submissions from conference attendees addressing how the authors’ work at the conference and afterward explores innovative and locally significant connections between CEE/NCTE beliefs about teaching English and technology and/or 21st century literacies and their work as English educators in local contexts. Questions that might be addressed include, how does NCTE’s definition of 21st century literacies translate into effective English education pedagogy? How might the definition of 21st century literacies become the theoretical foundation for research exploring connections between literacy learning and technology? How might CEE’s position statement on the use of technology in the preparation of teachers of English help English teacher educators build professional connections fostering successful integration of 21st century literacies and more traditional English teacher education practice? The online format of the CITE Journal supports web links, streaming video, audio files, and other interactive technologies, all of which provide creative opportunities for publishing online. 

We also invite commentaries responding to the published submissions after they appear. Authors of products emerging from the conference which do not explicitly address intersections between technology and English teacher education are invited to submit their texts as well for review by the CEE web editorial panel for possible publication on the CEE website. Please submit these texts to Carl Young at or Jamie Myers at

Author submission deadline extended: December 7, 2009 
Slated for Volume 10, Issue 2
For publication June, 2010

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