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Editorial–Exploring the Idea of a Participatory Social, Academic and Political Web 2.0

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Editorial–Exploring the Idea of a Participatory Social, Academic and Political Web 2.0 University of Calgary PRISM: University of Calgary's Digital Repository Werklund School of Education Werklund School of Education Research & Publications 2008 Editorial–Exploring the idea of a participatory social, academic and political Web 2.0 Jacobsen, Michele The Canadian Network for Innovation in Education Jacobsen, M. (2008). Editorial – Exploring the idea of a participatory social, academic and political Web 2.0. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 34(1). doi:http://dx.doi.org/10.21432/T2QW27 http://hdl.handle.net/1880/109264 editorial http://creativecommons.org/licenses/by/4.0/ Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca Jacobsen https://www.cjlt.ca/index.php/cjlt/rt/printerFriendly/26433/19615 Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, V34(1) Winter / hiver, 2008 Editorial – Exploring the idea of a participatory social, academic and political Web 2.0 Dr. Michele Jacobsen Academic journals disseminate both new research and the critique of existing research as an important part of the inquiry and knowledge sharing process. Scholars rely on academic, peer-reviewed journals for research on which they can build their own investigations and scholarship. The Canadian Journal of Learning and Technology publishes educational technology scholarship – the journal’s peer-review process is an important part of building a reliable and credible body of research and knowledge in the field. Manuscripts published in CJLT typically include research papers, literature reviews, critical scholarship, position papers, evaluations, case studies, instructional development reports and book reviews. After a manuscript is blinded (i.e., identifying information is removed), the editor selects 2 – 3 peer reviewers who will receive the blinded manuscript for review. Anonymous review of an article focuses critique on the academic rigor, research methods and logic of argumentation rather than on the person(s) who authored the manuscript. Good academic journals tend to publish competing and even contrasting articles about a particular research field, question or topic – this approach to academic debate, combined with disciplined inquiry, is believed to characterize a vigorous, growing and dynamic body of knowledge and reliable research in a discipline. Canadian academics believe it is a right and a responsibility to analyze, synthesize and critically evaluate the current knowledge base and to identify inaccuracies, faulty arguments and claims that are not well supported with evidence. A journal’s editor and editorial team manages the peer-review process by which scholarship relating to a particular academic discipline is published. The part of the journal that is not usually peer reviewed is the editorial; the editor often writes an introductory piece to provide an overview of the current issue. In past editorials, this editor has written about the academic publishing process, the editorial and peer review process and the genesis of a new association. For this issue, the editor provides an overview of the six manuscripts and two book reviews that have undergone rigorous peer review. In the second part of this editorial, the editor offers a perspective on participatory Web 2.0 trends that may be of particular relevance to educational technologists. Volume 34, Issue 1 The first issue of CJLT in 2008 consists of six articles (four research papers, a position paper and a literature review) and two book reviews. The sixteen authors who have contributed their scholarship to this issue are educational technology researchers affiliated with higher education institutions across Canada. The editor is grateful for the 40+ peer reviewers who read and commented on the manuscripts, the members of the editorial team who provided timely feedback on this issue, invited and reviewed book reviews, prepared French translations of abstracts and conducted editorial and peer reviews. Thank you to CJLT’s copyeditor who puts the final polish on each and every sentence. The first research article in this issue, entitled “Science and Math Teachers as Instructional Designers: Linking ID to the Ethic of Caring”, describes a qualitative study conducted by Rose and Tingley into the relationship between systematic instructional design and classroom teachers’ practices and needs. While corporate, government and military organizations have readily adopted systematic approaches to instructional design, these models and processes have yet to play a significant role in public education. An exploratory inquiry, defined as research for teaching by the authors, was conducted with six math and science teachers, from elementary, middle and high school, to better understand how they conceptualized and practiced instructional design and to gain new insight into the apparent disconnect between the instructional design community and professionals who teach in K-12 settings. A key finding is that good instructional design, from the experienced math and science classroom teachers’ perspective, is inextricably linked to an ethic of caring. The authors describe pedagogical caring as an ethical and professional commitment to supporting the growth and development of others. Rose and Tingley describe how teachers conceptualize ID, the planning processes teachers do use, and the needs that prescriptive instructional design models fail to meet. A profile of each teacher’s years of experience, instructional design stance and changes in practice over time, provide an interpretive lens through which to consider the findings. Preliminary recommendations for how to adapt or modify systematic instructional design models to better accommodate teachers’ needs are offered. A call to action for the instructional design community to explicitly incorporate the ethic of caring in an adapted or new ID model if they wish to play a greater role in K-12 education concludes this paper. The second article is a position paper entitled “Internet Use During Childhood and the Ecological Techno- Subsystem”, in which Johnson and Puplampu emphasize the role of technology in child development. A new theoretical framework from an ecological perspective is proposed to guide research on the paths of influence between internet use and child development: the techno-subsystem dimension of the microsystem. Ecological systems theory, which emerged prior to the Internet revolution, offers a comprehensive framework of environmental influences on development and situates the child within a system of relationships affected by several levels of the surrounding environment; Johnson and Puplampu focus on the microsystem, which includes immediate environments, such as school, community and home interactions, for middle childhood. Given the increased complexity and availability of technology to children today (i.e., portable audio devices, computers, cell phones, internet, and so on) the authors present a convincing argument that a new techno-subsystem dimension of the microsystem is needed. The third article in this issue is a French research paper entitled “Pratiques d’enseignement et Conceptions de L’enseignement et de L’apprentissage d’enseignants du Primaire À Divers Niveaux du Processus d’implantation des TIC / Teaching Practices and Elementary School Teacher’s Concepts of Teaching and Learning at Different Levels of Integration of Icts”. Lefebvre, Deaudelin and Loiselle conducted research on the practices and concepts of eight elementary school teachers who are at different stages of implementation of ICT in their practice. The results, taken from interviews and observation, appear to indicate that teachers who are identified as “experimenters” and that tend to use ICT less often than their peers, adopt concepts and practices that lean towards behaviourism. Teachers identified as “collaborators” or “adaptors” and who demonstrate higher levels of ICT integration tend to have practices that are more varied and show evidence of internal representations leaning more towards constructivism. Lefebvre, Deaudelin and Loiselle have analyzed the relationship between the concepts that are 1 of 5 2018-12-07, 11:52 a.m. Jacobsen https://www.cjlt.ca/index.php/cjlt/rt/printerFriendly/26433/19615 evoked by the teachers and their uses of ICTs using the Concerns Based Adoption Model (CBAM), and offer recommendations for future research and practice. A research paper by Kay and Knaack, entitled “Exploring the Impact of Learning Objects in Middle School Mathematics and Science Classrooms: A Formative Analysis”, is the fourth paper in this issue. A comprehensive review of the literature is presented on the use of learning objects in education in the last ten years, which also serves to identify the gap addressed in this investigation of the impact of learning objects in middle school classrooms. Using a combination of survey and performance measures, the authors collected teacher attitude, student attitude and student performance information about the impact of learning objects from a large sample of teachers and students from three different
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