CFP for Special Issue of Personal and Ubiquitous Computing on Educational Interfaces, Software, and Technology (EIST) - Extended Deadline: December 9, 2012

CFP for Special Issue of Personal and Ubiquitous Computing on Educational Interfaces, Software, and Technology (EIST) - Extended Deadline: December 9, 2012

Overview One of the primary goals of teaching is to prepare learners for life in the real world. In this ever-changing world of technologies such as mobile interaction, cloud computing, natural user interfaces, and gestural interfaces like the Nintendo Wii and Microsoft Kinect, people have a greater selection of tools for the task at hand. Given the potential of these new interfaces, software, and technologies as learning tools, as well as the ubiquitous application of interactive technology in formal and informal learning environments, there is a growing need to explore how next-generation technologies will impact education in the future.  As a community of Human-Computer Interaction (HCI) and educational researchers, we need to theorize and discuss how new technologies should be integrated into the classrooms and homes of the future. In the last three years, three CHI workshops have provided a forum to discuss key issues of this sort, particularly in the context of next-generation education. The aim of this special issue of Personal and Ubiquitous Computing is to summarize the potential design challenges and perspectives on how the community should handle next-generation technologies in the education domain for both teachers and students. We invite authors to present position papers about potential design challenges and perspectives on how the community should handle the next generation of HCI in education. Topics of interest include but are not limited to: Gestural input, multitouch, large displays Mobile devices, response systems (clickers) Tangible, VR, AR & MR, multimodal interfaces Console gaming, 3D input devices Co-located interaction, presentations Educational pedagogy, learner-centric, child computer interaction Empirical methods, case studies Multi-display interaction Wearable educational media Important Dates Full papers due: December 9, 2012 Initial reviews to authors: January 18, 2013 Revised papers due: March 15, 2013 Final reviews to authors: April 26, 2013 Final papers due: June 14, 2013 Submission Guidelines Submissions should be prepared according to the Word template located at the bottom of this page. All manuscripts are subject to peer review. Manuscripts must be submitted as a PDF to the easychair submission system. Submissions should be no more than 8000 words in length. Guest Editors and Contact Information Syed Ishtiaque Ahmed, Cornell University Quincy Brown, Bowie State University Jochen Huber, Technische Universität Darmstadt Si Jung “Jun” Kim, University of Central Florida Lynn Marentette, Union County Public Schools, Wolfe School Max Mühlhäuser, Technische Universität Darmstadt Alexander Thayer, University of Washington  Edward Tse, SMART Technologies Contact: eistjournal2012@easychair.org Information about the Journal of Personal and Ubiquitous Computing Editor-in-Chief: Peter Thomas Journal web site Facebook page

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Call for Papers: Theme Issue on Technologies for Autism

FYI:
Call for Papers: Theme Issue on Technologies for Autism
Editors: Gillian Hayes, University of California, Irvine and Karrie Karahalios, University of Illinois, Urbana-Champaign
Publication:  Personal and Ubiquitous Computing

Autism Spectrum Disorder (ASD), also known as Pervasive Development Disorder, includes impairments in social interaction, communication—both verbal and non-verbal—and stereotypical or repeated behavior, interests and activities. A recent report by the Centers for Disease Control using data from the United States in 2006 indicated a rise in prevalence of ASD to 1 in 110 children: 1 in 70 boys and 1 in 310 girls. Individuals across the Spectrum can potentially benefit from the use of novel computing technologies, including assistive and augmentative technologies, social computational systems, sensing and context-aware systems, capture and access applications, wearable systems, and more.

This special issue calls for original research and methodology papers on the integration of personal and ubiquitous computing technologies in support of individuals with Autism Spectrum Disorder. The purpose of this special issue is to bring together a set of research papers that will (1) advance our understanding of Technologies for autism, (2) discuss the role of technology in Supporting individuals with ASD, their friends and families, and (3) provide examples of effective technologies for autism. Through this special issue, we hope to bring together a diverse set of researchers working in autism, pediatrics, computer science, cognitive science, education, sociology, psychology, anthropology, information science, and more.

Topics of interest include (but are not limited to):
Empirical studies exploring issues related to autism that might be amenable to technological intervention;
Empirical studies of technologies in use to support individuals with ASD;
Methodologies for conducting research on technologies for autism;
New designs and technologies that support individuals with ASD, their friends, relatives, co-workers, and acquaintances;
Evaluation techniques for technologies for autism;
Case studies on the deployment and long-term use of technologies for autism.

Important Dates:
Papers to be submitted: August 16, 2010
Peer reviews completed: November 16, 2010
Revisions completed and submitted: January 1, 2011
Publication date: March/April 2011


To submit your paper, please email as PDF format to gillianrh@ics.uci.edu and kkarahal@cs.uiuc.edu

RELATED:

Here are a few of my posts related to technology, intervention, and autism spectrum disorders in some way. I hope that the links and references I've posted will be helpful to researchers in this important field of study and practice:

2006: Mega List of Resources and References:  Technology, Psychology, Intervention & Prevention

Technology and the 21st Century School Psychologist, Speech and Language Pathologist, Special Educator, Etc.

TPACK Framework:  Technological Pedagogical Content Knowledge, Assistive Technology, and Universal Design for Learning

UPDATE:  Cognitive "bursts", technology-supported interventions, interactive whiteboards, digital storytelling, and reflections about a new SMARTTable.