Book title: New Technologies for Teacher Support
Educational Technology has been firmly entrenched as a means to offer supplementary high-quality learning experiences to students, targeting not only the improvements in student grades, but also in, among others, enhancing their capacity to learn subject matter knowledge, fine-tuning the application of cognitive traits that yield positive results, and eliciting their persistence to follow a disciplined approach to study. Correspondingly, contemporary teaching methods aspire to incorporate pedagogical strategies that enable seamless and sustainable integration of educational technologies in teachers’ professional practice. For this aim to succeed, one should adhere to well-established and global teaching standards oriented around established theories and effective practices, which also accommodate frameworks to evaluate the utility of such an integration. This book offers an in-depth exploration of established and upcoming standards and practices in technology-oriented teaching methods as they escalate towards a competency-focused, pedagogy-explicit and highly-personalized teaching. Such a notable shift would boost the ability of teachers to precisely balance their teaching load, to dynamically measure their instructional capacity, to proactively heighten their sensitivity to learners’ needs, to willingly predict the attainment of instructional goals and finally, to meaningfully sustain a positive learning climate.
We invite chapters that focus on various aspects related to new technologies for teacher support. The scope of the book includes but is not limited to:
- Impact on ICT in teaching, learning and achievement
- ICT4D through teacher training
- Analytics in teaching and teacher training
- Case studies, theories and practices on instructional design
- Standardized testing vs. competency-oriented assessment
- Innovation in educational technology for professional development
- Influential pedagogical methods
- ICT4D, equity and marginalization in educational technology
- Adaptation, transfer, and scalability of technologies in teacher education
- Personalization, privacy, ethics and security in ICT for education
- Cognition and cognitive computing in learning and teaching
- Artificial intelligence in teacher education and teaching
- Educational technology for deep learning
- Monitoring and evaluation of influence of technology in teaching
- Big data analytics and visualization for teaching through technology
- Case studies of teacher support using technologies
- Cost-benefit analysis and institutional efficiencies for teacher support
- Policies for educational reform through ICT in teacher support
October 20, 2016 – Abstracts due (using suggested template)
November 20, 2016 – Feedback on abstract provided
February 20, 2017 – Full chapters due (in Springer’s author template)
April 20, 2017 – Review and feedback on chapters
May 20, 2017 – Final camera-ready chapters due
Guidelines for the Extended Abstract:
Please submit 3-page extended abstract (no more than 1500 words) by October 20, 2016 at:
In the extended abstract, please include the following headings in bold. Do not merge or delete or leave any section blank.
- Suggested Title(s): At least one, but preferably two or three alternative titles for your chapter. Prioritize (rank 1-3) according to preference.
- Author(s) Details: Name, Affiliation (Institution/Organisation), Mailing address (including country), email, phone and fax (if any) numbers
- Connection with the underlying theme: Connection of your chapter to the underlying theme of the book “Big data in education”.
- Proposed Chapter Organization: Kindly create an outline of the content of your chapter with different headings and subheadings, and a brief description of the content under each heading. Please explain the connection between the different elements (headings and subheadings).
- Contribution of the chapter: New knowledge or information that your chapter will contribute to the underlying theme of the book “Big data in education”.
Vive Kumar, Athabasca University, Canada.
Yanyan Li, Beijing Normal University, China.
Zhizhen Zhang, Beijing Normal University, China.
Ms. Rui Chi, Editorial Assistant, email@example.com