Technology, Pedagogy and Education seeks to serve the international education community by disseminating research findings regarding the use of educational technology to improve teaching and learning. It explores the particular contribution that educational technology can make to educational environments, focusing on empirical evidence derived from both quantitative and qualitative research designs, and on a critical analysis of the ways in which new technologies can support learning and teacher professional development in all phases of education.
The journal aims to promote the advance of research and scholarship in its field; to provide a vehicle for the exchange and dissemination of reports regarding implementations and practices and research; to offer a forum for the debate of contemporary issues; to create an international arena for discussion of the role of educational technology in training and professional development; and to develop greater awareness, understanding and cooperation between educators.
Contributions are published in the form of original theoretical pieces, research reports, literature reviews, book reviews, and announcements about the development of theory and practice in the field of technology and pedagogy. All contributions are scrutinised by at least two international referees.
The journal welcomes all contributions which extend or amplify what is already published in the field of technology and pedagogy, and which will be of interest to those involved in teacher education. It especially seeks to publish articles concerned with:
• educational technology practices and innovations in education – schools, teacher education, higher education and informal settings;
• the theory and practice of educational technology in teaching and professional development/learning;
• evaluation of the impact of educational technology on teaching and learning;
• social, cultural, political and economic aspects of educational technology and pedagogy, particularly concerning better educational opportunities for disadvantaged learners;
• pre-service teachers working with educational technology in formal and informal settings;
• learners working with educational technology;
• links between schools, training institutions and the wider community.
Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis and the Technology, Pedagogy and Education Association (TPEA) makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and the Technology, Pedagogy and Education Association (TPEA) and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and the Technology, Pedagogy and Education Association (TPEA).
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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