CFP: Fall 2024 Special Section "Teaching History in the Time of Generative AI"
How are history and social sciences teachers responding to the growth of generative artificial intelligence tools like ChatGPT? Teaching History: A Journal of Methods calls for original research articles on teaching history and social studies amid the growth of generative artificial intelligence such as ChatGPT. We are interested in articles that provide thoughtful insights into how to teach with generative artificial intelligence tools as well as articles that critique the rise of these language learning models and tools.
Possible topics may include:
- Narrative examples of assignments, assessments, and course design that encourage students to engage with generative artificial intelligence.
- The use of artificial intelligence to promote deeper learning among students at the primary, secondary, and higher education levels in history and social studies.
- Narrative examples of assignments and assessments purposefully designed (or re-designed) to combat generative artificial intelligence (i.e., authentic assessments, problem-based learning, community-engaged research, etc.)
- Explorations of the ethics around the discipline of history and generative artificial intelligence at any level of instruction.
- Discussions of equity and accessibility as it pertains to history, learning, and generative artificial intelligence at any level of instruction.
- Examinations of the development and deployment of policies around the use of generative artificial intelligence in the history and social sciences classroom.
- How history students have responded to the rise and availability of language learning models.
Manuscripts should be between 2,500-5,000 words in length and should conform to Teaching History’s submission guidelines.
Not able to write a full article but would like to share your experiences? Reach out to the special section’s Guest Editor Julia Gossard (Julia.Gossard@usu.edu) to see if an interview might be an appropriate way to share your ideas.
Student Voices Teaching History publishes short (1,500-3,000 word) reflective essays by college undergraduates and high school students discussing the impact and efficacy of specific teaching practices and course design principles. Essays on ChatGPT and generative AI from the student perspective will be considered for this special section.
About the Review Process Professor Gossard will peer review all submissions and, in consultation with Editor Jessamyn Neuhaus, will select papers for acceptance and publication. Questions about the special section can be directed to the special section’s Guest Editor, Julia Gossard (Julia.Gossard@usu.edu)
Timeline June 1, 2024: Article submissions are due to the submission portal. Chapters must conform to the journal’s submission guidelines and checklist. August 1, 2024: Authors will receive notification of their article’s publication status along with any revisions. October 1, 2024: If accepted for publication, final articles are due. November 2024: anticipated publication date.