ÐÏࡱá>þÿ knþÿÿÿjÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á€ ø¿"bjbjWÙWÙ 4V5³5³¯Vÿÿÿÿÿÿ·  ÞÞÞÞÞÿÿÿÿòòò8*œÆ4ò`0Âú&&&+ 70000000"3¢Ä5D0Þ???0ÞÞ&&ï0ããã?Þ&Þ&0ã?0ããr7'T(&ÿÿÿÿ .Ès<ÏòWd‹'ï/000`0™'z6»(6((È6ÞÛ)??ã?????00ã???`0????ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ6????????? ” ¤:  Call for Papers for a Special Issue of The Curriculum Journal Guest editors: Jae-Eun Joo (University of Connecticut) James Seale-Collazo (Universidad de Puerto Rico)  Innovation in Learning and Teaching toward the New Global Village: International perspectives on transforming curriculum with emerging technologies Overview The Curriculum Journal will publish a special issue on Innovation in Learning and Teaching toward the New Global Village: International perspectives on transforming curriculum with emerging technologies, in June of 2015 (Volume 26, Issue 2). The issue aims to bring together a set of articles addressing creative applications of emerging technologies in K-12 (primary and secondary) curriculum with a focus on their social and cultural implications for the “new global village.” The advent of networked technologies, accessible to millions of people, and the availability of information on a scale surpassing any library in history, have set the stage for a dispersed wave of unprecedented curricular innovation, away from the historic centres of industrial and colonial power.  By leveraging these technologies, educators and their students have made significant and sustained impacts on the content, process, and contexts of learning and teaching in and out of classrooms. As scholarship and educational practice race to keep up with these rapid changes, there is a growing need for deeper and more candid dialogues about social and cultural impacts of these new technologies on rising generations of learners and their educators, who are (or soon will be) connected across diverse social and cultural contexts. In this emergent context, the special issue seeks to spark local and global conversations on how emerging technologies have changed every-day practices of curriculum, pedagogy, and assessment in primary and secondary education settings, including the preparation and the continuing professional development of teachers. Guiding themes and possible questions include—but are not limited to—the following: Guiding theme 1: Theories of educational innovation with emerging technologies How are curriculum, pedagogy, and assessment changing, in different social and cultural settings, to explore and adapt to the creative possibilities and the new challenges offered by emerging technologies? Where is the best progress being made toward ways of learning and teaching less indebted to the 19th/20th century factory as their educational model? To what extent may emerging global networks of learners and educators shift epistemological, social, or cultural centres of knowledge and practices in education? Guiding theme 2: Designing and implementing innovative teaching and learning with emerging technologies to address social and cultural issues How are issues of social justice and cultural diversity playing out, or being addressed, as emerging technologies enter primary and secondary classrooms? What new models of curriculum innovation are emerging in settings where technologies are scarce and people's access to them is limited? How are the roles and expectations of the new generation of "digital native" learners and their teachers shifting in order to accommodate the rapid expansion of learning opportunities within and outside of K-12 classrooms? What evidence exists of learners having transformative experiences with digital technologies? How do social and cultural boundaries (between teachers and students, or among teachers or students) shift and get negotiated as digital technologies are incorporated into teaching and learning? How do educators collaborate and share innovative and sustainable educational changes by leveraging the power of networked technologies on a large (often global) scale? Guiding theme 3: Potential and implications for the future What social and cultural possibilities do emerging technologies offer for boundless learning and teaching and the realization of the “new global village” ideal? How are central notions of curriculum itself changing in response to these developments? How are pre-service and in-service teacher education practices changing to incorporate new technologies (or how should they change)? What research and curriculum development opportunities are emerging in the overlapping fields of curriculum and educational technology? In consideration of these questions, this special issue will bring together articles that review conceptual, methodological, and empirical advances in curriculum studies as a result of the use of emerging technologies in primary and secondary education. We hope to cover both formal and informal educational settings, and highlight studies that cross disciplines and cultures, with a focus on innovative approaches to curriculum improvement and transformation. We also hope to achieve a methodologically diverse collection, ranging from ethnographic studies to quantitative analyses of large-scale projects.   Important dates and submission process Deadline for proposal submission: 15 April 2014 (750-1,000 words) Notification of proposal acceptance: 1 May, 2014 Deadline for full manuscript submissions: 1 September, 2014 Manuscripts returned to authors for revision: 1 November 2014 Final manuscripts due: 1 January, 2015 (6,000-8,000 words) Publication: June, 2015 Proposals should be 750-1,000 words in length, including an overview, major theoretical or conceptual frameworks used in your study, research methods, and (preliminary) findings. Please email your proposal to the guest editors by 15 April 2014. The final manuscripts should normally be between 6,000 and 8,000 words, excluding tables, references, captions, footnotes and endnotes. Authors should include a word count with their manuscript. The Curriculum Journal uses ScholarOne Manuscripts (previously Manuscript Central) for its peer review process, so after proposals are accepted, full manuscripts will be submitted via ScholarOne. The HYPERLINK "http://journalauthors.tandf.co.uk/submission/ScholarOne.asp"guide for ScholarOne authors offers helpful information for new users; each author will need to create an account. Contact information: Dr. Jae-Eun Joo 249 Glenbrook Road, Unit 3064 Department of Educational Psychology Neag School of Education University of Connecticut U.S.A. Email: jae-eun.joo@uconn.edu Dr. James Seale-Collazo Escuela Secundaria UPR Universidad de Puerto Rico Recinto de Río Piedras P.O. Box 23319 San Juan, Puerto Rico 00931-3319 Email: sealecollazo@gmail.com     PAGE 1 Call for Papers - Special issue of the Curriculum Journal ,CDET‘âÏ·Ÿ‡r\L<,!hfAqhYKOJQJhfAqhYK5�6�CJOJQJhfAqhYK5�CJOJQJaJhfAqh£Û5�CJOJQJaJ+hfAqh£Û5�6�B* CJOJQJaJph�(hfAqh£Û5�B* CJOJQJaJph�.hfAqh£Û5�;�B* CJ OJQJ\�aJph�.hfAqh£Û5�;�B* CJ$OJQJ\�aJph�.hfAqhYK5�;�B* CJOJQJ\�aJph�%hfAqh£Û5�;�CJOJQJ\�aJ:jhfAqhfAq5�;�CJOJQJUaJmHnHtH u CDET|­®¯äääääääääääjykdÒ!$$If–lÖÖ0”ÿÊê$6 ÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿ t Ö0ÿÿÿÿÿÿöV%öÖÿÿÿÿÿÖÿÿÿÿÿÖÿÿÿÿÿÖÿÿÿÿÿ4Ö4Ö laöytfAq$dð¤$Ifa$gdfAqlÆ ‘¬­®¯°±² , G H I J R S T ïäÑͽ­�ˆvˆ½h`RD8hªLÿhªLÿ5�OJQJho¨h~n 5�CJOJQJho¨hªLÿ5�CJOJQJheNÞOJQJh£Ûh£Û6�CJOJQJ"hYK5�B* CJOJQJaJph€(hQ2hYK5�B* CJOJQJaJph€ho¨5�;�CJOJQJ\�aJhYK5�;�CJOJQJ\�aJh£Û5�;�CJOJQJ\�aJh£Û%hfAqh£Û5�;�CJOJQJ\�aJhfAqhYKOJQJ hfAqhYKOJQJ^JmH sH ¯°±²õ, G H I J S T F G & ' ¼½¾¿ÀÁòòòåå娨ÎÎÎÄĺººººººº dð¤gdpDp dð¤gdªLÿ dð¤gdó,. $dð¤a$gd£Û $dh¤a$gdo¨ $dð¤a$gdH ˜T U j k o ˆ ‹ Ì ò    " + / 1 8 < D G K Q p z � „ … š 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