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Focus and Scope
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AIMS & SCOPE of the Journal
Every issue of this truly interdisciplinary, rigorously refereed Journal contains a wealth of information: articles of value and interest to you, the educator, researcher, scientist.
Designed to convey the latest in research reports and critical analyses to both theorists and practitioners, the Journal addresses four primary areas of concern:
The outcome effects of educational computing applications, featuring findings from a variety of disciplinary perspectives which include the social, behavioral, and physical sciences;
The design and development of innovative computer hardware and software for use in educational environments;
The interpretation and implications of research in educational computing fields;
The theoretical and historical foundations of computer-based education.
The term "education" is viewed in its broadest sense by the Journal's editors. The use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning and unintentional learning environments, are examined.
The wide variety of areas that the Journal explores is reflected in its distinguished Editorial Board, which includes prominent educational researchers, social and behavioral scientists, and computer and information experts.
This single Journal provides an international forum for interdisciplinary communication on an increasingly significant subject: research into the applications, effects, and implications of computer-based education.
- Robert Seidman
|Open Submissions||Indexed||Peer Reviewed|
Peer Review Process
All manuscripts accepted by the Executive Editor for review are sent out to two anonymous peer reviewers.
An editorial decision on whether or not to accept a manuscript for review can take up to two weeks. Peer review can take up to six weeks. A decision based upon peer reviews can take up to 2 weeks.
Upon receipt of an accepted revised manuscript, publication can take up to 9 months. However, a pdf of the manuscript could be posted to the publisher's web site sooner for purchase.
This Journal is published 8 times each calendar year over two volumes with 4 issues per volume. Subscriptions: Baywood Publishing Company
Open Access Policy
Access to publilshed articles can be obtained from: Baywood Publishing Company
The Journal is published in 2 volumes (4 issues each) every calendar year by Baywood Publishing Company. Issues available in print and online. Separate articles can be accessed as pdf files from Baywood Publishing Company
Special Issues Call for Papers
Technological Pedagogical Content Knowledge
This Special Issue is dedicated to advancing the theory as well as contrasting conceptual frameworks that inform and guide research in the area of technology integration in teaching and learning (Selfe, 1990; Zhao, 2003; Margerum-Rays & Marx, 2003; Niess, 2005; Angeli, 2005; Mishra & Koehler, 2006; Gess-Newsome, 1999). Selfe (1990) recognizes this need and indicates that “until we share some theoretical vision of this topic, we will never glimpse the larger picture that could give our everyday classroom efforts direction and meaning (p. 119).
Given that the knowledge base of the teaching profession is not adequately developed to guide teacher preparation in technology integration, researchers during the last five years initiated systematic research programs for the purpose of developing theory and models to ground research in the area of teacher cognition about technology integration (Margerum-Rays & Marx, 2003; Angeli & Valanides, 2005; Angeli & Valanides, 2009; Mishra & Koehler, 2006). Particularly, it is advocated that teachers need to develop a new body of knowledge, namely, technological pedagogical content knowledge (TPCK). TPCK constitutes an enrichment to Shulman’s (1986, 1987) pedagogical content knowledge (PCK), and is conceptualized as a body of knowledge that results from the interaction among different teacher knowledge bases, such as, knowledge about subject matter, pedagogy, learners, context, and technology. Studies on TPCK are worthy of consideration and critical examination from the research community at large, as they reflect a new direction in understanding the complex interactions among content, pedagogy, learners, context, and technology.
This special issue of the Journal of Educational Computing Research will focus on TPCK. The Guest Editors seek manuscripts that discuss, critique, and advance the theoretical conceptions of TPCK, or report data (quantitative, qualitative, or mixed) on methods of how to develop and assess TPCK. The issue strives to be international in scope.
Guidelines for submission
The length of each manuscript is limited to 25 double-spaced pages (about 8,000 words) including abstract, figures, and references. Manuscripts should be written in Microsoft Word or RTF format and follow the guidelines described in the Publication Manual of the American Psychological Association (6th ed.). Manuscripts can be submitted via email, or on CD. Submitted manuscripts will be subject to an editorial and anonymous peer-review process, as is standard for the Journal of Educational Computing Research. To be considered for publication, manuscripts should be received no later than July 31st, 2011.
Questions concerning this special issue, manuscripts for submission, and requests for a copyright release form (which should be submitted with manuscripts) should be directed to either of the two Guest Editors:
Dr. Charoula Angeli
Department of Education
University of Cyprus
11-13 Dramas street
Nicosia, CY 1678
Dr. Nicos Valanides
Department of Education
University of Cyprus
11-13 Dramas street
Nicosia, CY 1678
Angeli, C. (2005). Transforming a teacher education method course through technology: Effects on preservice Teachers’ technology competency. Computers & Education, 45(4), 383–398.
Angeli, C., & Valanides, N. (2005). Preservice teachers as ICT designers: An instructional design model based on an expanded view of pedagogical content knowledge. Journal of Computer-Assisted Learning, 21(4), 292–302.
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154-168.
Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Nederman (Eds.), Examining pedagogical content knowledge (pp. 3-17). Dordrecht, The Netherlands: Kluwer Academic.
Margerum-Lays, J., & Marx, R. W. (2003). Teacher knowledge of educational technology: A case study of student/mentor teacher pairs. In Y. Zhao (Ed.), What should teachers know about technology? Perspectives and practices (pp. 123–159). Greenwich, CO: Information Age Publishing.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523.
Selfe, C. (1990). Technology in the english classroom: Computers through the lens of feminist pedagogy. In C. Handa (Ed.), Computers and community: Teaching composition in the twenty-first century (pp. 118–139). Portsmouth, NH: Boynton/Cook.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
Zhao, Y. (Ed.). (2003). What should teachers know about technology? Perspectives and practices. Greenwich, CO: Information Age Publishing.
Digital Pathologies: Education and problematic computer behaviors
With the huge growth of the Internet and other digital technologies such as mobile phones in the past 15 years, there have been growing concerns about misuses of these technologies. Digital pathologies can take many forms. Some people engage in specific activities to the point that their use is interrupting their everyday lives. A growing body of research suggests that some individuals become addicted to the Internet or to specific Internet-related activities including online games such as MMORPGs (massive multiplayer online role-playing games) or Facebook (Morahan-Martin, 2008). More recently, there has been increasing concern about addiction to mobile phones or to specific uses such as text-messaging (Walsh, White & Young, 2008). Digital media can also expand and change the nature of established pathologies such as bullying, gambling, pedophilia and other paraphilias. Online support groups, such as pro-ana and pro-mia (eating disorder) groups, have been established and used to encourage and support non-digital pathologies. Similarly, digital technology has spurred new types of behaviors such as sexting, which may or may not be pathological.
The wide-spread adoption of digital technologies by young people has led to the above phenomena having wide-ranging educational implications. For example, the combination of flexible study hours, the ready availability of the relevant technology within educational environments, and psychological and developmental factors associated with adolescence and young adulthood are all likely to make students particularly prone to internet-related pathologies (Kandell, 1998; Moore, 1995). The aforementioned human factors together with the high portability and ease of use are likely to be behind similar concerns with respect to other mobile communication technologies. Furthermore, such technologies can provide distractions during scheduled teaching sessions impacting upon student performance (Castiglione, 2008) and allow bullying to be perpetrated both on a 24/7 basis and anonymously (Kowalski & Limber, 2007). On the other hand, educational environments can provide possible settings for the amelioration of digital pathologies too (e.g. Agatston, Kowalski, & Limber, 2007; Du, Jiang, & Vance, 2010).
The Journal of Educational Computing Research is seeking manuscripts for a special issue entitled Digital Pathologies: Education and problematic computer behaviors. This issue will have as broad a scope as possible with respect to educational issues surrounding the above and other digital pathologies. In doing this the Journal aims to not only advance the state of knowledge in this general area but to bring disparate research agendas together in one place to encourage the evolution of synergistic connections.
Guidelines for submission
Submit your manuscript to one of the Guest Editors. The length of each manuscript is limited to twenty five double-spaced pages (about 8,000 words) including abstract, figures and references. Manuscripts should be written in Microsoft Word or RTF format and follow the guidelines described in the Publication Manual of the American Psychological Association (6th ed.). Manuscripts can be submitted via email or on CD. Submitted manuscripts will be subject to an editorial and anonymous peer-review process, as is standard for the Journal of Educational Computing Research. To be considered for publication, manuscripts should be received no later than May 27, 2011.
Questions concerning this special issue, manuscripts for submission, and requests for a copyright release form (which should be submitted with manuscripts) should be directed to either of the two Guest Editors. Please include “JECR manuscript” in subject line of emails.
Dr. John P. Charlton
School of Health & Social Sciences
University of Bolton
Dr. Janet Morahan-Martin
Chair, Department of Applied Psychology
1150 Douglas Pike
Smithfield, RI 02917-1284
Agatston, P.W., Kowalski, R., & Limber, S. (2007). Students’ perspectives on cyber bullying. Journal of Adolescent Health, 41(6, Supplement 1), S59-S60.
Castiglione, J. (2008). Internet abuse and possible addiction among undergraduates: A developing concern for library and university administrators. Library Review, 57(5), 358-371.
Du, Y, Jiang, W, & Vance, A. (2010). Longer term effect of randomized, controlled group cognitive behavioural therapy for Internet addiction in adolescent students in Shanghai. Australian and New Zealand Journal of Psychiatry, 44(2), 129-134.
Kandell, J.J. (1998). Internet addiction on campus: The vulnerability of college students. CyberPsychology & Behavior, 1(1), 11-17.
Kowalski, R.M., & Limber, S.P. (2007). Electronic bullying among Middle School students. Journal of Adolescent Health, 41(6, Supplement 1), S22-S30.
Moore, D.W. (1995). The emperor’s virtual clothes: The naked truth about the internet culture. Chapel Hill, NC: Alonquin.
Morahan-Martin, J. (2008). Internet abuse: Emerging trends and lingering questions. In A. Barak (Ed.) Psychological aspects of cyberspace: Theory, research, applications (pp.32-69). New York: Cambridge University Press.
Walsh, S., White, K.M., & Young, R.M. (2008). Over-connected? A qualitative exploration of the relationship between Australian youth and their mobile phones. Journal of Adolescence, 31(1), 77-92.
21st Century Skills in Games and Immersive Environments
Researchers have hotly debated, proposed, and persuaded the educational community that there exists a necessary set of skills that students require to be successful citizens in the 21st century. These skills include both complex higher order abilities such as problem solving, comprehension, critical evaluation, and integration of information across sources as well advanced technological knowledge including navigation, programming and data mining. Concomitant with this call has been the discussion over the educative merits of gaming as a felicitous environment for cultivating 21st century learning skills. While informal and formal gaming environments like MUVES, MMOGS, and other immersive spaces (Dieterle & Clarke, 2009; Gee, 2003) have been widely espoused for their educative properties (Squire, 2006), there is a paucity of empirical studies that examine learning in game environments (Schrader, Lawless, & McCreery, 2009). It follows that there is a similar dearth of research on the potential for games to promote the 21st century skills that are necessary for productive citizenship. However, understanding the nature of these skills, how they develop, and how they are applied in contemporary informational spaces provides valuable insight into development of instructional settings that are aligned with what students will need to do in their future.
As a result, this special issue of the Journal of Educational Computing Research will focus on ‘games’ as learning environments to promote 21st century skills. For this issue, ‘games’ refers broadly to formal or informal environments in which learning occurs. Environments may include MMOGs, MUVEs, virtual worlds, and other highly interactive spaces. This call applies to empirical studies conducted with game environments that report data (quantitative, qualitative, or mixed) and examine students’ cognitive or affective outcomes in relation to content standards and 21st century skills. Manuscripts may address (but are not limited to) problem solving, collaboration, navigation, motivation, feedback, authorship, and multiple representations of meaning as they relate to the educative potential of games. Manuscripts articulating issues associated with the assessment are also welcome. Authors are encouraged to consider games as contexts in which cognitive interactions may occur, rather than delivery mechanisms for information (Jonassen, Campbell, & Davidson, 1994; Salomon, Perkins, & Globerson, 1991; Schrader, 2008).
The length of each manuscript is limited to twenty double-spaced pages (about 6,700 words) including figures and references. Manuscripts should be written in Microsoft Word or RTF format and follow the guidelines described in the Publication Manual of the American Psychological Association (6th ed.). Manuscripts can be submitted on disk, CD, or via email. Submitted manuscripts will be subject to an editorial and peer-review process, as is standard for the Journal of Educational Computing Research. To be considered for publication, manuscripts should be received no later than July 22, 2010.
Questions concerning this special issue and manuscripts for submission can be directed to the Guest Editors:
P. G. Schrader, Ph.D.
University of Nevada, Las Vegas
4505 Maryland Pkwy.
Curriculum & Instruction, M.S. 3005
Las Vegas, NV 89154-3005
Email: email@example.com [please include JECR manuscript in subject line of emails]
Kimberly A. Lawless, Ph.D
University of Illinois at Chicago
Department of Educational Psychology
1040 West Harrison Street, UMC 64
Chicago, IL 60607
Email: firstname.lastname@example.org [please include JECR manuscript in subject line of emails]
Dieterle, E., & Clarke, J. (2009). Multi-user virtual environments for teaching and learning. In M. Pagani (Ed.), Encyclopedia of Multimedia Technology and Networking (2nd ed), Vol II (pp. 1033-1041). Hershey, PA: Information Science Reference.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. NY: Palgrave/St. Martin's.
Jonassen, D.H., Campbell, J.P., & Davidson, M.E. (1994). Learning with media: Restructuring the debate. Educational Technology Research and Development, 42(2), 31-39.
Salomon, G., Perkins, D.N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20, 2-9.
Schrader, P.G. (2008). Learning in technology: Reconceptualizing immersive environments. AACE Journal, 16(4) 457-475.
Schrader, P. G., Lawless, K. A., & McCreery, M. (2009). Intertextuality in massively multiplayer online games. In R. E. Ferdig (ed.), Handbook of Research on Effective Electronic Gaming in Education, Vol III (pp. 791-807). Hershey, PA: Information Science Reference.
Squire, K. D. (2006). From content to context: Videogames as designed experience. Educational Researcher, 35 (8), 19-29.
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