British Journal of Educational Technology (BJET)
The British Journal of Educational Technology provides readers with the widest possible coverage of developments in educational technology world-wide. BJET is a primary source for academics and professionals in the expanding fields of education, training and information technology.
Computers & Education (CAE)
Computing and communication technology continue to make an ever-increasing impact on all aspects of cognition, education and training, from primary to tertiary and in the growing open and distance learning environment. The journal is an established technically-based, interdisciplinary forum for communication in the use of all forms of computing in this socially and technologically significant area of application and will continue to publish definitive contributions to serve as a reference standard against which the current state-of-the-art can be assessed.
Educational Technology Research and Development (ETRD)
Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology.The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. This section features well documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology.
Journal of Educational Technology & Society (ETS)
Educational Technology & Society is a quarterly journal (January, April, July and October). Educational Technology & Society seeks academic articles on the issues affecting the developers of educational systems and educators who implement and manage such systems. The articles should discuss the perspectives of both communities and their relation to each other:
Educators aim to use technology to enhance individual learning as well as to achieve widespread education and expect the technology to blend with their individual approach to instruction. However, most educators are not fully aware of the benefits that may be obtained by proactively harnessing the available technologies and how they might be able to influence further developments through systematic feedback and suggestions.
Educational system developers and artificial intelligence (AI) researchers are sometimes unaware of the needs and requirements of typical teachers, with a possible exception of those in the computer science domain. In transferring the notion of a 'user' from the human-computer interaction studies and assigning it to the 'student', the educator's role as the 'implementer/ manager/ user' of the technology has been forgotten.
The aim of the journal is to help them better understand each other's role in the overall process of education and how they may support each other. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to Educational Technology & Society and four months thereafter.
Innovations in Education & Teaching International (IETI)
Innovations in Education and Teaching International (IETI), is the journal of the Staff and Educational Development Association (SEDA). As such, contributions to the Journal should reflect SEDA's aim to promote innovation and good practice in higher education through staff and educational development and subject-related practices. Contributions are welcomed on any aspect of promoting and supporting educational change in higher and other post-school education, with an emphasis on research, experience, scholarship and evaluation, rather than mere description of practice. Educational development – also described as academic, faculty, staff or instructional development in some contexts – is taken to mean the activities engaged in by staff in specialist units, academic staff in departments, academic leaders and managers, those involved with quality enhancement initiatives, and others with an interest in educational change, to bring about improvements in, and a better understanding of, policy and practices of learning, teaching, assessment and curriculum development. Contributors should remember the international nature of the Journal's readership and both contextualise and consider the transferability of the practices and theories being examined.
Journal of Computer Assisted Learning (JCAL)
The Journal of Computer Assisted Learning is a bi-monthly, peer-reviewed, international journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication within this research community - as well as facilitating mutual understanding between researchers and practitioners. It is a rich source of material for research students in areas such as collaborative learning, knowledge engineering, open, distance, mobile and networked learning, the developmental psychology of learning, and evaluation studies. The research themes are treated in a way which will maximise their influence on both theory and practice within education, vocational training and professional development. Each volume includes one, sometimes, two "Special Issues": these provide readers with an in-depth perspective on a specific topic. Guidance on the form of paper welcome and all other aspects of publication and review are found elsewhere on this site.