Call for Book Chapters (Springer)

Edited collection to be published by Springer


Teresa Cerratto Pargman, Stockholm University, Sweden.

Isa Jahnke, University of Missouri, USA.

Important dates


  • Extended chapter abstracts (2,500 words, APA style) due to September, 2nd 2017.
  • Acceptance notification October, 16th, 2017

Full drafts

  • First full draft of chapters (5,000- 6000 words) due December, 15th, 2017
  • Full review phase and feedback on full manuscripts on Feb, 2nd 2018
  • Full manuscripts including revisions – due April, 3rd 2018
  • Feedback on full manuscripts – May, 5th 2018
  • Editing of the chapter by the author due June, 30th, 2018
  • Publication end of 2018.



This book aims to contribute to a deeper understanding of the relationship between digital technologies and learning and teaching practices. We are looking for contributions that describe, explain or conceptualize how the material conditions of up-to-date technologies shape, configure or transform everyday learning and teaching practices in schools and higher education. With technologies, we refer, for example, to mobile devices and applications, apps for personalizing learning, wearables, Augmented Reality or Virtual Reality technologies, and so forth.

More specifically, the following three sections structure this book

a) Emergent Practices

  • We are looking for contributions aimed to describe and reflect on innovative, unexpected or conflicting learning activities and/or teaching practices that are bound to the use of specific digital technologies and various applications

b) Material conditions

  • We are looking for contributions specifying the material conditions of current learning activities and teaching practices mediated or scaffold by digital technologies. These contributions may focus on the specific design of technologies or applications and aim to explain how the materiality embedded in the design of such technologies or applications configure, shape, give form to school / higher education activities and practices.

c) Frameworks and analytical tools

  • We are looking for contributions aimed to provide new knowledge for the Learning Sciences, Applied Educational Sciences, Computer-Support Collaborative Learning (CSCL), and Technology Enhanced Learning (TEL), with models, frameworks, methodological or analytical tools for the study of the entanglement of material and behavioural, social aspects of learning and teaching practices mediated by technologies.

Content Areas

  • Case studies of emergent and innovative learning and CSCL/TEL and teaching practices.
  • Accounts of conflicts between established (existing, traditional) and emergent new teaching and learning practices.
  • Description and analysis of identified tensions between the use of analog and digital tools.
  • Reflective accounts of unexpected uses of technologies in schools and higher education (i.e. formal and informal contexts are also welcome).
  • User studies focused on transformations of everyday practices in education and afterschool settings.
  • Methods for the analysis of educational practices and the materiality of educational tools.
  • Empirical grounded reflections about the transformational and performative nature of learning.
  • Conceptualization of interdependencies between human agency, minds, bodies and technologies.
  • Theories, models, methodologies for studying material conditions and emergent practices of Computer Supported Collaborative Learning (CSCL) and Technology Enhanced Learning (TEL).
  • Socio-technical or socio-material design approaches.
  • Reflections on design and use of innovative applications such as Augmented Reality technologies for meaningful learning.

For detailed information about this call please read here

Instructions to Authors

Our ambition with the book is to contribute with a critical view of the promises, challenges and realities of the use of various technologies in teachers’ everyday work and learning activities. In this sense, we encourage authors to provide us with in-depth analysis, reflective accounts of the use of digital technologies in everyday teaching and learning.

Different types of contributions are welcomed, ranging from results from research projects conducted in schools or higher education, as well as practitioners’ or designers’ reflective reports accounting for the role of technologies (or applications) in shaping educational practices in formal and or informal learning contexts. Since our approach is interdisciplinary, the book seeks to attract different categories of participants, including researchers in schools, designers, practitioners and developers.


Follow APA style ( with Times New Roman, 12 pt, no more than 2,500 words.


Submit your extended abstract to Easy Chair

Due : September, 2nd 2017

 If you have any questions, please contact:

Tessy C.-Pargman Isa Jahnke,


Cerratto-Pargman, T., Knutsson, O., Karlström, P. (2015). Materiality of online students’ 
peer-review activities in higher education. In Proc. of CSCL 2015, pp. 308–315.

Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: Tracing the socio-material. London:Routledge.

Hakkarainen, K., Ligorio, B. Ritella, G., Arnseth, H., Gil, A., Krange, I., Fauville, G., Lantz-Andersson, A., Lundin, M., Säljö, R., Mäkitalo, Å., Lehtinen, E. (2015). Artefacts Mediating Practices across Time and Space: Sociocultural Studies of Material Conditions for Learning and Remembering. In: Proc. of CSCL 2015, pp. 1-6.

Jahnke, I., Cerratto-Pargman, T., Furberg, A., Järvelä, S., Wasson, B. (2015). Changing teaching and learning practices in schools with tablet mediated collaborative learning: Nordic,European and International Views. Proc. OF CSCL 2015, pp. 889–893.

Jahnke, I.  & Kumar, S. (2014). Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes, In Journal of Digital Learning in Teacher Education, Vol. 30, Issue 3. pp. 81-88.

Jahnke, I. Bergström, P., Mårell-Olsson, E., Häll, L. & Kumar S.(2017). Digital Didactical Designs as Research Framework – iPad Integration in Nordic Schools. In: Computers & Education (2017). Volume 113, October 2017, pp. 1-15.

Jahnke, I. (2015). Digital Didactical Designs. Teaching and Learning in CrossActionSpaces. New York: Routledge.

Haas, C. (1996). Writing technology: Studies in the materiality of writing. Mahwah, N: Lawrence Erlbaum.

Johri, A., & Olds, B. M. (2011). Situated engineering learning: Bridging engineering education research and the learning sciences. Journal of Engineering Education, 100(1), 151-185.

Kaptelinin, V., & Nardi, B. A. (2006). Acting with Technology: Activity Theory and Interaction Design. MIT. Cambridge, MA.

Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge University Press, NY.

Lonchamp, J. (2012). An instrumental perspective on CSCL systems. International Journal of Computer-Supported Collaborative Learning, 7(2), 211-237.

Nouri, J., & Cerratto Pargman, T. C. (2016). When Teaching Practices Meet Tablets’ Affordances. Insights on the Materiality of Learning. Springer International Publishing. (pp. 179-192).

O’Malley. C., Suthers, D., Reimann, P. and Dimitracopoulou, A. (2009). Computer-Supported Collaborative Learning Practices. CSCL 09. Conference Proceedings. ISLS.

Overdijk, M., Van Diggelen, W., Kirschner, P. and Baker, M. (2012). Connecting Agents and Artifacts in CSCL: Towards a rationale of mutual shaping. International Journal of Computer Supported Collaborative Learning, 7(2), 193-210.

Miettinen, R. (1999). The riddle of things:activity theory and actor-network theory as approaches to studying innovation. Mind, Culture and Activity, 6(3). 170-195.

Rabardel, P., & Bourmaud, G. (2003). From computer to instrument system: a developmental perspective. Interacting with Computers, 15(5), 665-691.

Stahl, G., & Hesse, F. (2009). Practice perspectives in CSCL. International Journal of Computer-Supported Collaborative Learning. 4:109-114.

Stahl, G., Ludvigsen, S., Law, N. & Cress, U. (2014). CSCL artifacts. International Journal of Computer- Supported Collaborative Learning, 9(3), 237-245.

Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. In Journal of Computer Assisted Learning, 26, pp.56-64.

Sörensen, E. (2009). The Materiality of Learning: Technology and Knowledge in Educational Practice. Cambridge University Press, New York.




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