Call for Submissions: JITP General Issue

I’m excited to announce that I will co-editing the next General Issue of the Journal of Interactive Technology and Pedagogy!

The deadline for submissions is November 15, 2017. Please see the full CFS below:

The Journal of Interactive Technology and Pedagogy
General Issue

Issue Editors:
Laura Wildemann Kane, University of Tampa
Michelle A. McSweeney, Columbia University

The Journal of Interactive Technology and Pedagogy seeks scholarly work that explores the intersection of technology with teaching, learning, and research. We are interested in contributions that take advantage of the affordances of digital platforms in creative ways. We invite both textual and multimedia submissions employing interdisciplinary and creative approaches in the humanities, sciences, and social sciences. Besides scholarly papers, the submissions can consist of audio or visual presentations and interviews, dialogues, or conversations; creative/artistic works; manifestos; or other scholarly materials.

All work appearing in the Issues section of JITP is reviewed by the issue editors and independently by two scholars in the field, who provide formative feedback to the author(s) during the review process. We practice signed, as opposed to blind, peer review. We intend that the journal itself—both in our process and in our digital product—serve as an opportunity to reveal, reflect on, and revise academic publication and classroom practices. Additionally, all submissions will be considered for our “Behind the Seams” feature, in which we publish dynamic representations of the revision and editorial processes, including reflections from the authorial and editorial participants.

Research-based submissions should include discussions of approach, method, and analysis. When possible, research data should be made publicly available and accessible via the Web and/or other digital mechanisms, a process that JITP can and will support as necessary. Successes and interesting failures are equally welcome (although see the Teaching Fails section below for an alternative outlet). Submissions that focus on pedagogy should balance theoretical frameworks with practical considerations of how new technologies play out in both formal and informal educational settings. Discipline-specific submissions should be written for non-specialists.

As a courtesy to our reviewers, we will not consider simultaneous submissions, but we will do our best to reply to you within three months of the submission deadline. The expected length for finished manuscripts is under 5,000 words. All work should be original and previously unpublished. Essays or presentations posted on a personal blog may be accepted, provided they are substantially revised; please contact us with any questions at

For further information on style and formatting, accessibility requirements, and multimedia submissions, consult JITP’s accessibility guidelines and style guide.

Important Dates

Submission deadline for full manuscripts is November 15th, 2017. Please view our submission guidelines for information about submitting to the Journal.

JITP Issue 9 is now live!

The Journal of Interactive Technology & Pedagogy Editorial Collective is delighted to announce that our Ninth Issue is now published and available on our website!

From the Issue Introduction by Carlos Hernandez and Tyler Fox:

“As a general issue, the topics and techniques the authors of Issue Nine employ are manifold. But perhaps the heart of our issue is the affordances and costs of digitally-enabled reflection. Digital tools offer collaboration, anytime access, and intuitive experiences (at times), and open new modes of analysis for both students and practitioners. Our authors offer a number of suggestions and modalities for teaching such practices: informal video reflection, collaboratively constructed learning environments, collaborative annotation, broad approaches to digital humanities, and an in-depth analysis of Twitter feeds from three conference panels. The breadth and depth of technical possibility is ripe for new forms of reflection. Yet, they also raise questions about the broader political economies that undergird these tools. Our authors employ various digital tools in order to encourage students to rethink the purpose of the classroom and confront the myriad design challenges that effort entails.”

Please visit the Table of Contents to view all of the articles.

The CUNY Syllabus Project Officially Launches!

For the past year I’ve been working with Andy McKinney (a former colleague) to launch a collaborative repository of syllabi at CUNY called the CUNY Syllabus Project. Our hope is that the CUNY Syllabus Project serves as the foundation for a CUNY-wide community of educators who are interested in broadening and diversifying the content in their syllabi by analyzing what has been taught in the past.

We’ve just launched the site today and are hoping to build our database so that we can begin the next phase of our project. Our press release is included below. Please visit the site and submit a syllabus!

Introducing: The CUNY Syllabus Project!

We are excited to introduce a new collaborative database for the CUNY pedagogical community aimed at exploring the learning pathways that educators at the CUNY campuses create through their syllabiThe CUNY Syllabus Project plans to collect, analyze, and visualize syllabi across campuses, disciplines, and departments at CUNY.

We’re focusing on CUNY because we believe that, as the largest public urban university system in the country, CUNY is both unique and vast enough to warrant asyllabus analysis project of its own that is specific to its situation. As of 2014, CUNY’s total enrollment (both part time and full time students) was nearly 250,000 students, over 70% of which were students of color. Teaching those students are 18,573 full and part-time faculty. Understanding the depth and breadth of what’s happening at CUNY is a worthwhile task.
We also think that inviting submissions from CUNY educators – rather than scraping the web for syllabi – will lay the groundwork for a robust community of educators that have an interest in analyzing CUNY’s pedagogical history and building upon its pedagogical future.

A database allowing members to upload and search syllabi by topic, text or author would enable teachers in the CUNY system and beyond to build on one another’s work while reflecting upon pedagogical trends within and across disciplines. It would also create a lasting archive of CUNY instructional materials and ​an institutional history of teaching and learning at the university.

To build our database, we need your help! 

We invite contributions of syllabi from courses taught throughout CUNY from any department or discipline, any course level or topic, at any time in CUNY’s history. The more submissions we receive the more dynamic our database will become, and the more significant and meaningful data we will be able to share with the CUNY community. The goal of the CUNYSyllabus Project is to empower teachers to be able to be more creative and innovative with their pathway building. Please contribute for a chance to make a lasting impression on the pedagogical future of CUNY!

JITP Issue 8 is now live!

The Journal of Interactive Technology & Pedagogy Editorial Collective is delighted to announce that our Eighth Issue, with the special theme Disability Studies Approaches to Pedagogy, Research, and Design, is now published and available on our website!

From the Issue Introduction by Andrew Lucchesi:

“This issue takes inspiration from the vibrant interdisciplinary field of disability studies. Rather than approaching disability from a medical or rehabilitative perspective, disability studies positions disability as a powerful site of identity, cultural heritage, and knowledge. From a disability studies perspective, discussions of technology, pedagogy, and design—JITP mainstays—take on new complexity and political importance. For instance, when new technologies for course management or multimodal composing are being developed and assessed, we must ask serious questions about who is imagined as a user and who is included as a designer. Many articles in this issue point to the dangers of inadequately considering disabled people’s perspectives as users of and innovators with technology. However, these articles also attest to the generative power of disability perspectives, leading to new ways of accessing technology’s expressive affordances and new ethical stances toward technical communication and design.”

Please visit the Table of Contents to view all of the articles.

JITP Inaugural Post

In a few short weeks I will begin my new position as the Managing Editor of the Journal of Interactive Technology and Pedagogy! I have just contributed my first Weekly Roundup post to the JITP site. I have cross-listed the post below. Please visit the Journal of Interactive Technology and Pedagogy website to find out more about the journal, our latest Call for Papers, and to read some of the fantastic scholarship that the journal has published!

Cross-post from the Journal of Interactive Technology and Pedagogy website:

Each week, a member of the JITP Editorial Collective assembles and shares the news items, ongoing discussions, and upcoming events of interest to us (and hopefully you). This week’s installment is edited by Laura Kane.

Greetings! This is my first Weekly Roundup, and I suppose that it symbolically marks the beginning of my time as the Managing Editor of JITP! I am thrilled to be joining the JITP collective and feel very fortunate to follow Leila Walker in taking on this new role. Leila has been a fantastic Managing Editor and a driving force behind the journal’s identity. She has been a terrific guide these past few months, and I cannot thank her enough for all that she has done to help me prepare.

A little bit about me: I am a Doctoral Candidate in Philosophy at The Graduate Center, CUNY. My research interests include social and political philosophy, social ontology, and philosophy of education. For the past three years I have been a GC Digital Fellow, working in collaboration with other Fellows to bring more digital initiatives to the Graduate Center.  My most noteworthy project as a Digital Fellow involved initiating, curating, and managing five semester-long workshop series over five semesters.

A screenshot showing the scheduled workshops organized by the Digital Fellows.

I have also developed and designed websites for various initiatives and departments at the Graduate Center, including the Fashion Studies website, the Advanced Research Collaborative Commons, the Provost’s Digital Innovation Grants website, and many others. Additionally, I have developed and designed a website for the Social & Political Philosophy Working Group, a workshop group that I have co-chaired for the past two years. Currently, I am in the process of collaboratively developing a syllabus repository-of-sorts called CUNY Syllabus Project. The CUNY Syllabus Project aims to be a robust resource that provides ways to search, compare, and visualize syllabi across institutions, disciplines, and departments, with a long-term goal of facilitating interdisciplinarity in teaching materials. I’m sure that I will have more to say about this project as it develops (for now we are in the early stages), but please do visit our site and submit a syllabus (or two)!

A screenshot from the homepage for the Syllabus Project. The text reads: Welcome to the CUNY Syllabus Project! With your help the project will become a robust resource providing a way to search, compare, and visualize syllabi across institutions, disciplines, and departments. As you and your colleagues upload their syllabi, the project will become an evolving database of syllabi with contributions from graduate students, faculty, and adjuncts. We are looking for syllabi that cover a variety of disciplines, course levels, and topics. With that kind of diversity we can provide a rich foundation for analysis and comparison. Click here to start uploading syllabi! Right now we’re only in the the first phase of the project. Once we’ve collected enough of you and your colleagues’ syllabi, we’ll use visualization tools to assess how courses are structured around particular reading materials. As those visualizations are made public, you’ll be able to identify popular modules, sequences, and relationships within disciplines and juxtapose these with other disciplines. This will enable you to analyze pedagogical trends both within and outside your field and gain a critical awareness of pedagogical strategies and texts deployed across academia. However, don’t worry about your personal information showing up any where in these visualizations. Any personal information (name, email, etc.) that is included on the syllabus you upload will not be included in any textual analysis or visualization. All of the personal information included in the syllabus you upload won’t be retained in the database. This is not part of the project and we respect your right to privacy. We hope that you will contribute to this project!

That brings me to my other current project: for the past few months, I have been re-designing the JITP website to make it more mobile-friendly. The new JITP website will be responsive and ADA compliant – an exciting and important improvement over the current design. It will also feature a new section called “Blueprints” that Leila had discussed in her last post. We hope to unveil the new website within the next two months.

I look forward to all of the wonderful things in store for the journal this coming year, and am extremely grateful for the opportunity to join the Collective as Managing Editor!

The CUNY Syllabus Project – Soft Launch

For the past few months, I have been collaborating with some of the Digital Fellows to create a new resource for professors, adjuncts, and teaching assistants called The CUNY Syllabus Project.

The CUNY Syllabus Project will create a robust resource that provides ways to search, compare, and visualize syllabi across institutions, disciplines, and departments. It will host an evolving database of syllabi contributed by graduate students, faculty, and adjuncts. These syllabi will cover a variety of disciplines, course levels, and topics, providing a rich foundation for analysis and comparison. Data fields within each syllabus, such as the titles and authors of assigned readings, will assist in future course planning and curricula research within and across disciplines. Read more…

I am happy to report that Andrew G. McKinney and I were awarded a Doctoral Students’ Council Knowledge Grant to build the CUNY Syllabus Project website and begin our data collection! The site has just soft-launched, and we hope to begin receiving syllabi soon. Please visit The CUNY Syllabus Project website and submit a syllabus!


Spring Workshops!

I’m very excited to organize the Digital Fellows’ Spring 2014 workshop series. We’re covering some pretty diverse and fantastic topics this semester, and are offering some intermediate and advanced-level workshops for the first time. Check out the full offering on the Digital Fellows Blog.


What’s In It For Me?

Cross-post from the Digital Fellow’s blog:

Just over a year ago, I set out to create a wiki for philosophers – an online, collaborative resource that would help graduate teaching fellows and adjuncts create lesson plans around topics they have never taught before.  I named the wiki Enlightened Educators, and hoped it would be a space for educators with varying levels of experience to come together and offer each other suggestions for overcoming many of the obstacles that we all face when trying to determine the most effective ways to teach our students.  The process of getting my wiki up and running was pretty challenging; I encountered numerous logistical and technical problems that were, at times, extremely discouraging and made me want to abandon the entire project.  Yet, despite the developmental hurdles, the problem I encountered that left me the most dispirited involved the way that some of my fellow colleagues wanted to use the wiki: as a way to get credit for creating certain lesson plans.

My goal for Enlightened Educators is for it to be a collaborative database that contains creative approaches for teaching specific topics to students.  When I invited other students in my department to contribute to the wiki, I had gone to great lengths to explain why the collaborative nature of the wiki was essential to its success.  The structure of a wiki precludes giving formal credit for contributions; instead, it encourages users to engage with one another over the best way to represent a certain topic or idea irrespective of a particular viewpoint.  I want Enlightened Educators to offer some of the best strategies for teaching specific lessons to students, and I believe that a collaborative approach to lesson planning will yield these strategies.  Unfortunately, this kind of approach is in tension with how graduate students are taught to compose and present research (and, consequently, the way we teach): a focus on credit, praise, recognition, etc., leaves many of us weary of collaboration.

A few of my fellow colleagues seemed very interested in contributing to the wiki, mentioning that they had crafted some excellent exercises for specific topics.  Yet, they also inquired about what kind of credit they would receive if others used their exercises.  Granted, we are all at the beginnings of our careers and receiving credit for our projects and endeavors is an important part of establishing ourselves as scholars.  Even still, I was really taken back by how pervasive this need for recognition can be, and perplexed about how we can try and move beyond it.

Academia is becoming increasingly more collaborative – especially with the recent surge in digital humanities partnerships – and this is a good thing.  Collaboration doesn’t preclude the assignment of credit for work done.  Rather, it has the potential to increase the profile of the projects that we work on and the potential to improve how we begin and sustain our own scholarly pursuits.  We stand to gain much more when we collaborate with others – not only because of the potential significance that collaborative projects may achieve, but also because of how our own interests and approaches are shaped and reshaped by our interactions with others, and this substantially affects our growth as scholars.