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Call for Chapter Proposals: Preparing Foreign Language Teachers for Next-Generation Education
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This volume aims to bring together 15 original theoretical and empirical chapters that report on various issues related to teacher cognition and use of technology, as well as teacher-education and teacher learning.

When: 1/30/2015
Contact: Chin-Hsi Lin

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Call for Chapter Proposals: Preparing Foreign Language Teachers for
Next-Generation Education


Chin-Hsi Lin (Michigan State University, USA)
Dongbo Zhang (Michigan State University, USA)
Binbin Zheng (Michigan State University, USA)


The unprecedented growth of Information and Communication Technology (ICT)
is redefining not only how students learn but also how teachers teach.
Out-of-school, self-directed learning, particularly with the support of
mobile devices, has never been more accessible. On the other hand,
school-based technology integration is maintaining its critical role in
enhancing students' learning in the place where they spend most of their
time each week. Teachers, as pedagogical decision-makers, are on the front
line of technology integration in any school system: pivotal players in
fulfilling ICT's potential to engage students in meaningful learning,
develop their critical thinking skills, and promote multiliteracies. To
this end, teacher-preparation and professional-learning standards,
including standards for foreign-language instructors, often require that
teachers integrate technology to promote students' engagement in learning
and maximize learning effects.

Despite frequent calls for teachers to integrate technology into their
instruction, scholars know little about what technologies foreign-language
teachers use, how they use them, what factors influence their use (or
non-use) of these technologies, or how teachers could be better prepared
and supported in this area. To address this gap in the literature, this
volume will bring together original research studies addressing these
emerging issues that affect foreign-language teachers and teacher-education
in the digital era.


This volume aims to bring together 15 original theoretical and empirical
chapters that report on various issues related to teacher cognition and use
of technology, as well as teacher-education and teacher learning.
Specifically, it offers an in-depth inquiry, from a variety of
perspectives, into foreign-language teachers' perceptions of technology
integration; the factors that have shaped these perceptions; the influence
of these perceptions on their pedagogical use of technology; and the role
of technology in and for the preparation and professional development of
teachers of foreign languages in the digital age.

It is expected that this volume will help foreign-language researchers as
well as teacher-educators to rethink the critical import of the teacher as
the decision-maker and pivotal player in any school-based technology
implementation. It is also expected to shed light on foreign-language
teacher education through its emphasis on capitalizing on diverse digital
technologies to enhance teachers' instruction and students' learning, as
well as promoting teachers' self-directed professional advancement.

*Recommended Topics*

The editors will consider any topic that addresses an issue related to
technology integration by foreign-language teachers. While we welcome
studies on any foreign language, we are particularly interested in
languages other than English.

Recommended topics include, but are not limited to, the following:

   - Contexts and technology standards
   - Teachers' perceptions of technology
   - Teachers' knowledge base with respect to pedagogical uses of technology
   - Teachers' identities, roles, and beliefs vis-à-vis technology
   - Teachers' classroom use of technology
   - Relationships between teachers' use of technology and student learning
   - Teachers' resistance to or non-use of technology
   - Pre-service teacher preparation for using technology
   - Preparing teachers to teach online or in a blended environment
   - Computer-supported teacher professional development in technology
   - Online teacher learning communities for technology integration
   - Models of teacher learning of technology in a technological environment
   - Institutional and environmental factors affecting teachers' (non-)use
   of technology
   - Mentoring teacher candidates to use technology during teaching
   - Evaluation of curricula aimed at preparing teachers to use technology

*Submission Procedure*

Researchers and practitioners are invited to submit on or before *January
30, 2015*, a chapter proposal of 1,000 to 2,000 words clearly explaining
the mission and concerns of his or her proposed chapter. Authors will be
notified by *February 28, 4015* about the status of their proposals and
sent chapter guidelines. Full chapters are expected to be submitted by *May
30, 2015*. All submitted chapters will be reviewed on a double-blind review
basis. Contributors may also be requested to serve as reviewers for this

Note: There are no submission or acceptance fees for manuscripts submitted
to this book publication, *Preparing Foreign Language Teachers for
Next-Generation Education*. All manuscripts are accepted based on a
double-blind peer review editorial process.

All proposals should be submitted through the "Propose a Chapter" link at
the bottom of this page:


This book is scheduled to be published by IGI Global (formerly Idea Group
Inc.), an international academic publisher of the "Information Science
Reference" (formerly Idea Group Reference), "Medical Information Science
Reference," "Business Science Reference," and "Engineering Science
Reference" imprints. IGI Global specializes in publishing reference books,
scholarly journals, and electronic databases featuring academic research on
a variety of innovative topic areas including, but not limited to,
education, social science, medicine and healthcare, business and
management, information science and technology, engineering, public
administration, library and information science, media and communication
studies, and environmental science. For additional information regarding
the publisher, please visit This publication is
anticipated to be released in 2016.

*Important Dates*

*January 30, 2015:* Proposal submission deadline

*February 28, 2015:* Notification of proposal acceptance

*May 30, 2015:* Full chapter submission

*July 30, 2015:* Review results to authors

*August 30, 2015:* Revised chapter submission

*September 15, 2015:* Final acceptance notifications

*September 30, 2015:* Final chapter submission


Chin-Hsi Lin
Department of Counseling, Educational Psychology, and Special Education
Michigan State University
620 Farm Lane, East Lansing, MI, 48824 USA

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