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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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Call for Reviewers

Educational Technology Research & Development (ETR& D) is experiencing record levels of submissions. As a result, we are seeking additional qualified reviewers. We invite you to join our family of reviewers and look forward to hearing from you.

Qualifications: ETR&D reviewers typically have a terminal degree (e.g., Ph.D., Ed.D.), three years of academic or professional experience beyond the degree, and at least one publication in ETR&D or in a comparable high-quality peer-reviewed journal.
Responsibilities: Reviewers are generally invited to review 3-5 submissions a year with the understanding that many submissions require more than one review cycle. ETR&D employs a double-blind peer-review process – reviewers do not learn the identity of authors nor do authors learn the identity of reviewers. All reviewers receive anonymous versions of the editor’s decision letter to the author along with anonymous copies of all the reviews.
Benefits: ETR&D is published by Springer and uses an online editorial management system (i.e., Editorial Manager) that makes reviewing efficient. We also offer a trial reviewer period for those unsure about serving as a reviewer. There is no compensation for reviewers other than staying at the cutting edge of educational technology research and development, and having the satisfaction of contributing to the scholarship in our disciplines. Reviewers who continue to provide quality reviews will have priority for consideration as Consulting Editors, Editorial Board members, and Guest Editors for special issues.
Reviewer updates and appreciation: The current reviewers are also invited to update their profiles and research interests in the ETR&D Editorial Manager system. With updated information, we will be able to assign manuscripts that better match your interests. We send our sincere thanks to those of you who have been our longtime active reviewers, Consulting Editors, and Editorial Board members. Without your generosity and dedication, ETR&D would not have been able to maintain its reputation as a high-quality and top-tier journal in the field.
Contact: Interested persons should contact Assistant Editors, Dr. Gloria Natividad (gloria.natividad@itsaltillo.edu.mx) or Dr. Hale Ilgaz (hilgaz@ankara.edu.tr), who will send qualified persons sample reviews, request your areas of interest and expertise, and help you register as a reviewer. Please feel free to contact any one of us if you have any questions or suggestions for ETR&D.

The Editorship Team 

Research Section: Tristan E. Johnson (tri.johnson@neu.edu)
Development Section: Lin Lin (Lin.Lin@unt.edu)
Cultural and Regional Perspectives: Patricia A. Young (pyoung@umbc.edu)

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  • Journal Citation Reports®
    2018 Impact Factor
  • 2.115
  • 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.

    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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