Call for chapters: technology for teacher educators
Call for Papers Date:
I am editing two books targeted for teacher educators. One strand is titled Technology Implementation and Teacher Education:Reflective Models. The other is titled Technology Leadership in Teacher Education:Integrated Solutions and Experiences
Proposals Submission Deadline: 12/10/2008
Full Chapters Due: 4/10/2009
If you would like the 'official' call for proposal with more details, please contact Junko Yamamoto at firstname.lastname@example.org. Thank you.
Since pedagogy-sound use of technology is required for teachers in public schools, teacher educators need to model it. Technology is a rapidly evolving field. Therefore faculty members in colleges of education constantly try new methods and then analyze what worked and what needed improvement in their particular environments. This process of reflection is generalized and applied when they adapt newer technology. Contributors to this publication will be asked to share their reflections on introducing new technology to improve teacher education, implying applicability for different environments and introduction of newer technologies.
Objective of the Book
The purpose of this book is to offer examples of teacher educatorís leadership backed by theories and/or empirical evidences. The examples will be practical so that teacher educators can modify the examples to suit their unique environment to facilitate their success. Technology uses in schools rapidly evolve and teacher educators are required to stay current. They depend on conferences, LISTSERVs, and other forms of personal networking to implement new technology to their instruction. Since their sources are scattered, keeping up with the dynamic changes is always challenging for teacher educators. Therefore it is extremely useful to have a book that addresses the processes of teacher educatorsí experiences for selecting and implementing emerging technology.
The multiple-author structure of edited books simulates networking through conferences and LISTSERVs but all the book chapters will meet the common theme: what do teacher educators think and do when they adapt new technology? Unlike LISTSERVs and personal networking the book chapters will offer empirical evidences and/or theoretical framework in depth. Therefore the contents will be attractive to teacher educators who are also scholars.
The prospective audience is teacher educators at colleges of education. Since teacher educators are responsible for delivering life-long skills for future teachers, they also need to model how they keep up with changes in technology. This book will be full of experience-based ideas about what new methods teacher educators have tried to improve their instruction, why they thought the new methods would work, what they learned from the experience, and how they modified instruction after the trials.
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