Special Issue Editors: Rachel Flynn & Fran Blumberg
Among the pressing concerns raised to the forefront amidst the COVID-19 pandemic, especially as many students begin their school years virtually, are the best modes and practices of remote instruction. Some factors to consider include the technology used for instructional delivery (e.g. social robots, virtual reality, artificial intelligence, laser scanning), educators’ pedagogical practices, educators’ proficiency using technology, and the accessibility of the technology to intended learners. No less important are considerations of the cognitive and socioemotional outcomes of students’ increased exposure to remote instruction, particularly as the pandemic continues. An example of a cognitive outcome may include enhanced executive functioning as facilitated through digital exergame play among student players each based in their own homes. Socioemotional outcomes, which concern interactions with others, may entail enhanced appreciation for others’ perspectives and collaboration while interacting with a particular technology-based lesson.
The overarching objective of this Call for Papers is to highlight empirical work on the impact of technology increasingly used in the service of remote instruction, and on the innovative teaching practices that use technology in new ways to meet student needs. Here, we characterize “students” in the broadest sense to reflect learners of all ages in both formal and informal learning contexts. Our hope is that this effort will foster informed discussion and research concerning students’ current education and responses to that education, particularly at a time in which remote instruction is increasingly used.
Consistent with the broad scope of Technology, Mind, and Behavior, work on any form of technology that are utilized in the service of remote instruction and its impact on students would be considered appropriate for the issue. Critically, as is always true in scientific work that seeks to examine rapidly changing human-technology interactions, the questions and methods should be designed in such a way that they speak to persistent issues related to the human mind and behavior in the given fields of study that extend beyond the unique circumstances of the COVID pandemic.
For this special issue, Technology, Mind, and Behavior is currently accepting research articles. Studies should be near completion or complete to be considered.
Authors interested in submitting a paper for this issue can do so by submitting a 1 to 2 page cover letter and extended abstract via the journal’s website by January 4, 2021 (instructions can be found here: https://tmb.pubpub.org/submit). In your cover letter please describe how your proposed manuscript will meet the special issue theme. Also in your letter to the editor, please make sure to indicate that your submission is for the special issue on “Innovations in Remote Instruction: Impact on Students’ Socioemotional and Cognitive Outcomes” to ensure that it is appropriately categorized by the editor. Your extended 1-2 page abstract should include an introduction, research questions, method and findings of the study. Studies that are near completion should provide preliminary findings and timeline for completing the study.
Note that if authors are unclear as to whether their proposal would fit within the scope of the special issue Innovations in Remote Instruction, they are encouraged to email Danielle McNamara at: firstname.lastname@example.org.
Submission of Full Papers:
Proposals should be received by January 4, 2021. Proposals will be reviewed by editors and notice will be given by February 15, 2021. Full submissions will be due May 3, 2021. Note that studies with a compelling rationale for a later submission deadline will also be considered after consultation with and approval by the editors. Finally, to facilitate rapid reviews for all, which is all the more important given the likely timing constraints of much of the proposed work, we will likely ask that individuals who have submitted proposals be willing to serve as reviewers on at least one other proposal.
Technology, Mind, and Behavior is a Gold Open Access journal whereby articles are made open immediately upon publication, promoting broad access to the content. Publication costs are offset by article processing charges (APCs). An article’s corresponding author is responsible for arranging such payment upon acceptance of a manuscript for publication. APCs are most often paid via support from an author’s grants, special funds including from one’s institution or department, contracts such as via the government, or one’s employer where the work was done as part of official governmental or corporate duties.
For all articles submitted in 2020 that are ultimately accepted for publication, APA is sponsoring each published article by paying $400 of the $1,200 APC. The author is then responsible for $800. If you are a resident in any European Union country, you will be expected to add Value-Added Tax (VAT) at the rate applicable in the respective country.
In cases where an author’s research was not supported by the means outlined above, the author may apply for an APC waiver. Considerations for granting a discounted APC or full waiver will be whether an author is from a country classified by the World Bank as low or lower middle income, or evidence that an author has exhausted the typical funding sources outlined in the previous paragraph. Waivers and discounts will be considered on a case-by-case basis.
Authors wishing to apply for a waiver should complete the form available here and wait up to two weeks for administrative handling. Corresponding authors should apply for the waiver upon submitting the manuscript through the peer review system. Applications are handled separately from the manuscript; the editorial team will not be made aware of any waiver requests or granted waivers.
Publication of the Issue: As Technology, Mind, and Behavior is an online-only journal, final manuscripts that are accepted will be published immediately in a rolling fashion.