The International Journal of Information and Learning Technology invites submissions for a special issue focusing on theory and research that explores issues around equity and digital technologies. Although much has been made of the potential for digital technologies to support more equitable and democratic teaching and learning (e.g., Ito et al., 2013; Gee, 2007), Hall (2011) suggests a need for scholarship in instructional technology and digital education to “analyse learning technology as historically situated, and thereby… use critique to reveal and produce practical alternatives to sociocultural problems” (p.273). Such critical scholarship pushes back on platitudes and widely-accepted myths about educational technology to address the complexities of reducing educational inequities (Buckingham, 2007; Reich & Ito, 2017; Selwyn, 2016). Recent work — including critical examinations of technologically-rich makerspaces (Calabrese Barton, Tan & Greenberg, 2017; Vossoughi, Hooper, & Escude, 2016; Buechley, 2013), conversations around who benefits from educational technology (Watters, 2017), articulations of critical digital pedagogy (Stommel, 2014), and accounts of gender and race disparities in the field of instructional technology (Davis, 2015)– attempts to explore, better account for, and counter inequities in digital teaching and learning.
In this special issue, we are interested in exploring how equity is taken up in discourse and practice across K-16 and informal learning settings featuring digital technologies and pedagogies. This might include empirical research related to learning processes, contexts, and outcomes; frameworks for understanding ways of creating more equitable instructional design with digital technologies; pedagogical approaches for using new media as sites of learning. We encourage the submission of manuscript types including literature reviews; reports of original research (quantitative, qualitative, mixed methods); and theoretical perspectives.
Deadline for full manuscripts: June 1, 2018.
For more info: http://bit.ly/2puzGRd