View the EDTECH Discussion Logs by month
View the Prior Message in EDTECH's May 2010 logs by: [date] [author] [thread]
View the Next Message in EDTECH's May 2010 logs by: [date] [author] [thread]
Visit the EDTECH home page.
Call for Papers Special Issue of the Journal of Educational Computing Research Internet addictions: Implications for education Along with the huge growth in internet usage over the past 15 years, a large body of literature has built up concerning observations that some people experience problems through over-engaging in internet-related activities. Although a number of terms have been used to describe this phenomenon (see e.g., Morahan-Martin, 2008), for the sake of brevity here we use the term "internet addiction." Indeed, much of the work has centered upon what the most accurate name for the phenomenon is, how it should be defined, whether it should be classified as a psychiatric condition and if so how it should classified. Other work has considered whether it is reasonable to conceive of it as a unitary phenomenon, the prevalence of the phenomenon, its etiology, and its relationships with various demographic and psychological variables. The combination of flexible study hours, the ready availability of the relevant technology within educational environments, and psychological and developmental factors associated with adolescence and young adulthood are all likely to make students particularly prone to internet-related addictions (Moore, 1995; Kandell, 1998). Additionally, because computers are increasingly used within scheduled teaching sessions, there is a risk of students engaging in the online activities to which they are addicted and failing to benefit from sessions (Castiglione, 2008). Educationally-oriented empirical studies of internet addiction have shown relationships between addiction and both lower educational performance (e.g. Kubey, Lavin & Barrows, 2001) and poorer adjustment when leaving home and entering the college environment (Lanthier & Windham, 2004). It is usually assumed that addiction affects educational performance because time spent using computers and/or the internet detracts from time spent studying. However, the possibility of causality in the opposite direction should not be discounted. Thus, for example, it has been suggested that students who are failing in their education might seek to immerse themselves in virtual environments as a way of coping with this realization (Castiglione, 2008). The literature notwithstanding, in general there is a shortage of published educationally-oriented studies of internet addiction (Morgan & Cotten, 2003; Castiglione, 2008). The special issue of the Journal of Educational Computing Research, focusing upon educational aspects of internet addiction, aims to address this shortage. Focus of the special issue This special issue will include, but not be limited to, studies of: (a) the extent to which, and ways in which, addictions to different internet-related activities impact upon educational performance (or vice versa; longitudinal studies would be particularly welcome); (b) whether the presence of computers in educational environments is likely to cause addictions; (c) whether it is possible to educate people to use computers and/or the internet in a non-addictive manner; and (d) the effectiveness of counseling and other interventions for internet addictions conducted within educational environments. Guidelines for submission The length of each manuscript is limited to twenty five double-spaced pages (about 8,000 words) including abstract, figures and references. Manuscripts should be written in Microsoft Word or RTF format and follow the guidelines described in the Publication Manual of the American Psychological Association (6th ed.). Manuscripts can be submitted via email, on disk or on CD. Submitted manuscripts will be subject to an editorial and peer-review process, as is standard for the Journal of Educational Computing Research. To be considered for publication, manuscripts should be received no later than September 12, 2010. Questions concerning this special issue, manuscripts for submission, and requests for a copyright release form (which should be submitted with manuscripts) should be directed to: Dr. John P. Charlton School of Health & Social Sciences University of Bolton Deane Road Bolton BL3 5AB England Email: J.Charlton@bolton.ac.uk [please include "JECR manuscript" in subject line of emails] Guest Editors: John P. Charlton Ph.D., University of Bolton, England Janet Morahan-Martin Ph.D., Bryant University, USA References Castiglione, J. (2008). Internet abuse and possible addiction among undergraduates: A developing concern for library and university administrators. Library Review, 57(5), 358-371. Kandell, J.J. (1998). Internet addiction on campus: The vulnerability of college students. CyberPsychology & Behavior, 1(1), 11-17. Kubey, R.W., Lavin, M.J., & Barrows, J.R. (2001). Internet use and collegiate academic performance decrements: Early findings. Journal of Communication, 51, 366-382. Lanthier, R.P., & Windham, R.C. (2004). Internet use and college adjustment: The moderating role of gender. Computers in Human Behavior, 20, 591-606. Moore, D.W. (1995). The emperor's virtual clothes: The naked truth about the internet culture. Chapel Hill, NC: Alonquin. Morahan-Martin, J. (2008). Internet abuse: Emerging trends and lingering questions. In A. Barak (Ed.) Psychological aspects of cyberspace: Theory, research, applications (pp.32-69). New York: Cambridge University Press. Morgan, C. & Cotten, S.R. (2003). The relationship between activities and depressive symptoms in a sample of college freshmen. Cyberpsychology and Behavior, 6(2), 133-142. --- Edtech Archives, posting guidelines and other information are at: http://www.h-net.msu.edu/~edweb Please include your name, email address, and school or professional affiliation in each posting. To unsubscribe send the following command to: LISTSERV@H-NET.MSU.EDU SIGNOFF EDTECH