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Education & Language - Learning & Instruction | Educational Technology Research and Development - incl. option to publish open access

Educational Technology Research and Development

Educational Technology Research and Development

A bi-monthly publication of the Association for Educational Communications & Technology

Editor-in-Chief: M. Spector; T.E. Johnson

ISSN: 1042-1629 (print version)
ISSN: 1556-6501 (electronic version)

Journal no. 11423

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More information: >> FAQs // >> Policy

Educational Technology Research and Development (ETRD) is inviting proposals for the upcoming 2017 special issue.

If you have an interest in proposing a special issue of ETRD, please send special-issue proposals to Tristan Johnson (tri.johnson@neu.edu) by April 30, 2016.

1. Special-issue topics should have a focus on learning, instruction, or performance improvement (education broadly conceived).
2. Special-issue proposals should include:
a. Theme for special issue
b. Aims and scope of proposed special issue
c. Name/credentials of proposed special-issue editor(s)
d. List of prospective authors with draft paper titles (this is neither a guarantee of manuscript acceptance nor does it preclude accepting manuscripts that have not yet been identified)
3. Special-issue consideration will begin after the deadline. All proposals submitted for consideration are distributed to the Editorial Board for input/feedback as to the timeliness/relevance for ETRD, extent to which special-issue topic is warranted and in journal's interest to promote, etc. If the Editorial Board indicates interest in one of the topics submitted, we typically request more detailed abstracts, author names to be invited, etc. We also ask the guest editor(s) to solicit a call for potential authors for the theme issue to ensure that full participation is possible (and to avoid the appearance of a buddy system).
4. The Editorial Board and ETRD publisher Springer want to ensure that a balance across Research and Development is maintained in a special issue (if available, we would include Cultural and Regional focused manuscripts).
5. After the call for potential authors/abstracts has generated a pool of candidates for the special issue, the guest editor(s) and journal Editor (me in this case) will identify the most promising papers, establish a deadline for submission of papers, perform an initial review done by guest editor/potentially pool of knowledgeable reviewers, make suggestions for edits/rejections/etc.
6. Editorial Board reviewers provide feedback to authors, with final submissions (subject to regular ETRD review to ensure alignment with mission). At this point, publication timeframe can be identified.

General timeline 

Summer 2016—Finalize topic and guest editor(s)
Summer 2016—Call for special-issue manuscripts
Fall 2016—First-draft manuscripts due
Late 2016 - early 2017—Manuscripts finalized and approved for publication
Summer or Fall 2017—Target publication date
Thanks for your interest and support.
Tristan Johnson
Editor-in-Chief, Research Section
Educational Technology Research and Development
Hale Ilgaz
Editorial Assistant, Research Section
Educational Technology Research and Development

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  • Journal Citation Reports®
    2016 Impact Factor
  • 0.725
  • Aims and Scope

    Aims and Scope


    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.

    The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically based formative evaluations and theoretically based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one aspect of the instructional development process or more; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions.

    The Cultural and Regional Perspectives Section (formerly International Review) welcomes innovative research about how technologies are being used to enhance learning, instruction, and performance specific to a culture or region. Educational technology studies submitted to this section should be situated in cultural contexts that critically examine issues and ideologies prevalent in the culture or region or by individuals or groups in the culture or region. Theoretical perspectives can be broadly based and inclusive of research, such as critical race theory, cultural-historical activity theory, and cultural models. Papers published in this section include quantitative, qualitative, and mixed-methods articles and reviews drawing on relevant theories, empirical evidence, and critical analyses of the findings, implications, and conclusions within a cultural context.

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  • Instructions for Authors

    Instructions for Authors


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    Call for Reviewers


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