[CJLT / RCAT New Issue Published and Open Competition and Guidelines for Special Issues

Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie has just published a new issue:
Volume 42, Number 5, a special issue titled “Issues and Challenges of
Training Teachers to use Technologies in the 21st Century | Enjeux et défis
de la formation des enseignants à l’usage des technologies au 21e
siècle.” This issue is available on our web site at http://www.cjlt.ca/. We
invite you to review the Table of Contents here and then visit our web site
to review articles and items of interest.

Thank you for your continued interest in our work,

CJLT Editors
University of Alberta & York University


Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie
Vol 42, No 5 (2016)


CJLT Special Issue Editorial | Éditorial du numéro spécial de la RCAT
Thierry Karsenti


TPACK in Elementary and High School Teachers’ Self-reported Classroom
Practices with the Interactive Whiteboard (IWB) | Connaissances abordées
dans les pratiques déclarées d’enseignants du primaire et du secondaire
qui exploitent le tableau numérique interactif (TNI) en classe
Sonia Lefebvre, Ghislain Samson, Alexandre Gareau, Nancy Brouillette

Liens entre le modèle CBAM et l’approche d’enseignement dans le
contexte de l’adoption d’une classe d’apprentissage actif par des
enseignants au postsecondaire | Relationships between the CBAM Model and the
Approach to Teaching Inventory in the Adoption of the Active Learning
Classrooms by Postsecondary Teachers
Samuel Fournier St-Laurent, Bruno Poellhuber, Madona Moukhachen

A Quantitative and Qualitative Inquiry into Future Teachers’ Use of
Information and Communications Technology to Develop Students’ Information
Literacy Skills | Enquête quantitative et qualitative auprès de futurs
enseignants portant sur l’utilisation des technologies de l’information
et de la communication pour développer les compétences informationnelles
des élèves
Stéphanie Simard, Thierry Karsenti

Stratégies de prise de notes à l’aide d’une tablette électronique chez
des étudiants du secondaire | Digital Tablet Note-Taking Strategies among
High School Students
Patrick Giroux, Diane Gauthier, Nadia Cody, Sandra Coulombe, Andréanne
Gagné, Suzie Gaudreault

Un projet de mise en place de la visioconférence en support à la formation
des enseignants inuits : enjeux et bénéfices d’une
recherche-développement en milieu nordique | Implementation of
Videoconferencing to Support Inuit Teacher Training: Advantages and
Glorya Pellerin, Gisèle Maheux, Yvonne da Silveira, Stéphane Allaire,
Véronique Paul

A Connected Generation? Digital Inequalities in Elementary and High School
Students According to Age and Socioeconomic Level | Une génération
connectée? Inégalités numériques chez les élèves du primaire et du
secondaire selon l’âge et le milieu socioéconomique
Simon Collin, Thierry Karsenti, Alexis Ndimubandi, Hamid Saffari

The Interactive Whiteboard: Uses, Benefits, and Challenges. A survey of
11,683 Students and 1,131 Teachers | Le tableau blanc interactif : usages,
avantages et défis. Une enquête auprès de 11 683 élèves et 1131
Thierry Karsenti


Open Competition and Guidelines for Special Issues

The CJLT publishes a maximum of one special issue per year. All proposals
submitted for Special Issues undergo an open call followed by a formal peer
review by the CJLT editorial team.

If you are considering submitting a proposal for a special issue in the
CJLT, please refer to the proposal guidelines and send the proposal to the
CJLT managing editors (cjlt@ualberta.ca).

Special Issue Proposal Guidelines

A Special Issue proposal should contain the following information:

– The title of the proposed special issue.
– The names, institutional affiliations, emails, and positions of the
proposed Guest Editor(s) together with brief biographical details.
– A brief description of the rationale, fit with aims and scope of the CJLT,
its innovative nature and significance in relation to existing published
work in educational technology, contribution to learning theory, and a
statement on why this special issue will appeal to our readership (not to
exceed 1500 words).
– Names and position of each proposed contributor and a 300-word abstract of
their planned paper, together with an indication of their commitment to
contribute to the special issue.
– A statement that all manuscripts submitted are not currently under review
elsewhere, the material is original, and has not been published in prior
conference proceedings, journals, or other scholarly fora.
– Provision of at least three names and corresponding emails, per
manuscript, of arm’s length academics (not personally affiliated with any
of the authors and/or the guest editors) with a brief statement of the
reviewers’ research expertise in the area.
– Proposed timelines for the special issue manuscript submissions to the
managing editor that are ready for peer review (e.g., the guest editors have
reviewed each manuscript for APA format, references have been cross-checked,
writing is free from editorial errors, etc.).

NOTE: The CJLT editors and managing editors oversee the peer review process
for special issues and make the editorial decision to accept, accept with
revisions, revise and resubmit for review, or reject. This process typically
takes 12-18 months from the proposal submission deadline to the publication
of the special issue.

All manuscripts for the special issue will be subject to standard peer
review and must adhere to the CJLT issue guidelines and timelines (e.g.,
published in a spring, summer or winter issue; 5 manuscripts per issue).
Manuscript word count should fall between 5000-6500 words (not to exceed
7000 words) including references, figures, diagrams and tables.  Guest
Editor(s) are required to adhere to a publishing agreement with the CJLT
once a special issue proposal has been accepted by the Editorial Team.

Special issues are managed via the Open Journal System (OJS) used by the
CJLT, and overseen by the managing editors. Normal CJLT refereeing
procedures (at least two referees per paper) apply.

If you have any further questions, feel free to get in touch with the
managing editors at cjlt@ualberta.ca.

Proposals for special issues to be published in 2018 are due April 1, 2017.
Notification of acceptance will be provided by April 30, 2017.
Canadian Journal of Learning and Technology /
La revue canadienne de l’apprentissage et de la technologie

Invitation to PhD students to attend a Mentoring Session held by Professor Ben Shneiderman at HCII2017

HCII 2017 Keynote Speaker and worldwide renowned HCI pioneer Ben Shneiderman, Distinguished University Professor in the Department of Computer Science, University of Maryland, USA, has enthusiastically accepted the conference invitation to hold a Mentoring Session for a small group of PhD students at HCII2017 in Vancouver, Canada. The session is scheduled for Wednesday, 12th of July 2017, 16.00-18.00 hrs.

PhD students who have registered for the HCII 2017 Conference are cordially invited to apply, through the Conference Management System (CMS), using their account, to attend this session by the 15th of March 2017. Notification of acceptance will be given by 15th of May 2017.


The Canadian Science Policy Fellowship accepting applications

The Canadian Science Policy Fellowship is now accepting applications from prospective fellows interested in undertaking a 12-month policy project with a host government department or agency. Applicants can apply to up to six approved projects in their area(s) of interest.

Eligible applicants must be:

·         Faculty members at Canadian universities or PhD graduates

·         Canadian citizens or permanent residents

·         Able to negotiate a leave of absence from their university or employer, as applicable

The 2017 cohort of fellowships will begin in September 2017. Approved fellows receive remuneration from their hosts and professional development training and networking events facilitated by Mitacs.

Applications will be accepted until March 14, 2017, at 5 p.m. PDT. 

For more information, please visit the Canadian Science Policy Fellowship or contactpolicyfellowship@mitacs.ca.


Veuillez faire circuler aux professeurs et aux chercheurs postdoctoraux de toutes les disciplines.

La Bourse pour l’élaboration de politiques scientifiques canadiennes accepte actuellement des demandes de stagiaires potentiels qui souhaitent entreprendre un projet de politique de 12 mois dans un ministère ou une agence du gouvernement. Les candidats peuvent postuler à jusqu’à six projets approuvés dans leur domaine(s) d’intérêt.

Les candidats admissibles doivent être

·         professeurs à des universités canadiennes ou détenteurs de doctorat;

·         citoyens canadiens ou résidents permanents;

·         capables de négocier un congé de leur université ou employeur, selon le cas.

La cohorte 2017 de bourses commencera en septembre 2017. Les stagiaires retenus reçoivent une rémunération de leurs hôtes ainsi que de la formation en perfectionnement professionnel et des événements de réseautage organisés par Mitacs.

Les demandes seront acceptées jusqu’au 14 mars 2017 à 17 h, HAP.

Pour obtenir plus de renseignements, veuillez consulter la page de la Bourse pour l’élaboration de politiques scientifiques canadiennes ou contacter policyfellowship@mitacs.ca.
Best wishes,
Salutations respectueuses,
Ana Majstorovic
Proposals Office
Bureau des propositions

Sign up to receive calls for proposals by email.

Inscrivez-vous à la liste de distribution pour recevoir les appels de propositions par courriel.
The Canadian Science Policy Fellowship is made possible thanks to Professor Sarah Otto, Department of Zoology, University of British Columbia; participating federal agencies and departments; the University of Ottawa’s Institute for Science, Society and Policy; and Mitacs’ Science Policy Fellowship Advisory Council.

La Bourse pour l’élaboration de politiques scientifiques canadiennes est rendue possible grâce à la professeure Sarah Otto, du Département de zoologie à l’Université de la Colombie-Britannique, aux agences et ministères fédéraux participants, à l’Institut de recherche sur la science, la société et la politique publique de l’Université d’Ottawa ainsi qu’au comité consultatif de la Bourse pour l’élaboration de politiques scientifiques de Mitacs.