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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: M. Spector; T.E. Johnson

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

Journal no. 11423

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2018 Special-Issue Proposal Call

Educational Technology Research & Development (ETRD) typically has one special issue each year. The two major sections of the journal alternate in managing that process. The Development Section will manage the special issue to be published in 2018. This is an initial call for proposals. A proposal should contain (a) the names, CVs, and contact information of the guest editor(s), (b) the title of the special issue, (c) the focus, scope, and rationale for the special issue, (d) likely authors (they need not be confirmed in a proposal) and/or a process for recruiting authors who can deliver good papers in a few months, (e) a sample contribution, (f) likely reviewers, and, if available, (g) a draft of an initial contribution. A special issue should consist of 8 to 12 papers (between 5,000 and 7,000 words including references). Authors and guest editors need not be members of AECT (Association for Educational Communications & Technology; see http://aect.site-ym.com/), which sponsors ETR& D, or have previously published in ETR& D. Guest editors manage the review process that takes place according to standard practice within the editorial management system (www.edmgr.com/etrd). This includes selecting reviewers from the standard pool of reviewers and possibly adding new reviewers (who need to be established scholars with strong publication records), submitting feedback to authors, and making a final recommendation to the managing editor. All special issues are subject to the standard double-blind review process and initial submissions should not contain any author-identifying information (includes using only “Author” and year of publication for any citations and references involving any of the authors). ETR& D follows APA 6 guidelines.
The process is as follows:
• Special-issue proposals are solicited from the research community and submitted to the managing editor (in this case, Mike Spector – mike.spector@unt.edu);
• The Editorial Board for the section managing the special issue votes on and selects the special-issue proposal to accept – the managing editor votes only in case of a tie; it is the Editorial Board who votes (see http://www.springer.com/education+%26+language/learning+%26+instruction/journal/11423).
• Typically, the guest editor(s) writes an introductory piece for the special issue – that can be an elaboration of the original rationale and focus proposed to the Editorial Board.
Special-issue papers can and should span the full range of research, development, and cultural/regional issues addressed in the journal. It is desirable to have papers that represent multiple perspectives from a variety of research groups. Each paper should not have been previously published and must represent an original contribution.
The timeline for this call for special-issue proposals is as follows:
• April 30, 2017 – proposals due to Mike.Spector@unt.edu;
• May 31, 2017 – Development Editorial Board selects the special-issue proposal;
• August 31, 2017 – first drafts of papers due to the Editorial Manager (EM) system (www.edmgr.com/etrd);
• May 31, 2018 – final versions of all papers approved in the EM system – no exceptions.

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    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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