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Educational Technology Research and Development

Educational Technology Research and Development

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

Editor-in-Chief: T.E. Johnson; L. Lin

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

Journal no. 11423

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General Call for Special-Issue Proposals -- ETR & D

Educational Technology Research & Development (ETR & D) is soliciting Special-Issue proposals.
This call is open, and all submissions will be reviewed quarterly. The Research, Development, and Cultural and Regional Perspectives Editors will manage the proposal review process.
We invite your proposal which should contain: (a) Guest Editor(s)’ name(s), 2-page CV(s), and contact information; (b) Special-Issue title; (c) Special-Issue focus, scope, and rationale; (d) likely authors (they need not be confirmed in a proposal) and/or a process for recruiting authors who can deliver good papers; (e) a sample publication or a potential contribution if available; and (f) likely reviewers and/or a process for recruiting reviewers who can deliver good reviews.
A Special Issue should consist of 8 to 12 papers (between 5000 and 7000 words including references). The Guest Editor(s) should contribute an introductory piece to the Special-Issue.
Authors and Guest Editors need not be members of AECT (Association for Educational Communications & Technology; see https://www.aect.org), which sponsors ETR & D, or have previously published in ETR & D. With oversight from an Editor, Guest Editors manage the review process, which takes place according to standard peer-review practice within the editorial management system (http://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 of acceptable papers for the Special-Issue to the ETR & D 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 General Special-Issue Proposal review process is as follows:
• The General Special-Issue proposals are submitted to the ETR & D Editors online at the address: https://unt.az1.qualtrics.com/jfe/form/SV_d4gYA9D7JN8cS4B
• ETR & D Editors conduct an initial review
• Editorial Board assesses and votes on the special-issue proposals
• ETR & D Editors notify results of review
• Timeline set for selected Special Issues
• Guest Editor(s) begins Special-Issue tasks including writing the introductory piece for the Special Issue
The General 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 submitted elsewhere or previously published, and must represent an original contribution. Please submit your proposal whenever it is ready at the ETR & D General Call for Special-Issue Proposals(https://unt.az1.qualtrics.com/jfe/form/SV_d4gYA9D7JN8cS4B)
The Editors, ETR & D

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    2018 Impact Factor
  • 2.115
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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 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.

    Educational Technology Research and Development publishes special issues on timely topics of interest to the community, in addition to regular papers. 

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