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

Educational Technology Research and Development

Educational Technology Research and Development

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

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

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

Journal no. 11423

ECT Foundation: Qualitative Inquiry Award 2015

A $750 cash prize will be presented to the winner in 2015. The Award recipient may present at the annual Association for Educational Communications and Technology (AECT) convention and has the opportunity to publish in the Educational Media and Technology Yearbook. Qualitative theories and methods should be applied from disciplines such as anthropology, art criticism, communications, cultural studies, history, literary theory, philosophy, and sociology. For more information on the ECT Foundation and this award, follow the links at aect.org.

Eligibility 

The ECT Foundation's Qualitative Inquiry Award recognizes individual scholarship. Co-authored submissions are not accepted. Membership in AECT is required: See aect.org.

Requirements 

Applications must include each of four items: (1) a cover letter requesting recognition of a completed study; (2) a two-page resume; (3) a one-page abstract; and (4) a descriptive narrative of 15-20 pages of double-spaced text including references and all other material.

Narrative 

This may be a final report or a synopsis of a final report and may have been published. The qualitative cornerstone should be clearly identified. Describe the study’s theoretical base, the inquiry issue, and the inquiry strategy. Include a description of the findings and an interpretation of the findings. Emphasize the social or cultural context.

Submission 

Entries must be received by Tuesday, 1 April, 2015. Submit all four items in pdf format to:
J. Michael Spector, Ph.D., Mike.Spector@unt.edu, University of North Texas, Denton, TX, ETR and D Development Editor.

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  • Journal Citation Reports®, Thomson Reuters
    2013 Impact Factor
  • 0.919
  • Aims and Scope

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    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 or more aspects of the instructional development process; 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.

    Manuscripts undergo a blind review process involving a panel of three reviewers with initial outcomes usually provided within two months.

    5-Year Impact Factor 1.522 (2012)
    Category:  Education & Educational Research  Rank:  43 of 216

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