Journal of Teaching and Learning with Technology

Preface

With increasing frequency faculty find themselves in classrooms enhanced to support pedagogical flexibility and with a wide and growing range of technological tools at their disposal. This special issue of the Journal of Teaching and Learning with Technology focuses on the use of technology to enhance teaching and learning in classroom and informal learning spaces. 

We are pleased to have had the opportunity to collaborate on this issue with Anastasia (Stacy) Morrone, Professor of Educational Psychology and Associate Vice President for Learning Technologies at Indiana University. We are grateful to J.D. Walker, Research Associate in the Center for Educational Innovation at the University of Minnesota, for writing the foreword. We also thank the invited reviewers who shared their expertise and insights with the authors and editorial team. The eight essays in this issue were selected from 36 proposals. The rigorous process of selection included a desk review of the proposals by the editorial team and blind review of invited manuscripts. Together the articles share avenues for ongoing, deepening understanding of the technology-classroom connections that faculty and students encounter every day. We thank our authors for their dedication to a scholarly approach to pedagogical innovation and their commitment to our students and their learning.

Michael Morrone,
Editor-in-Chief

Christopher J. Young
Managing Editor

Anastasia (Stacy) Morrone
Guest Editor

Reviewers

Serdar Abaci, Newcastle University

Tessa Bent, Indiana University

Christopher Brooks, EDUCAUSE

Martyn Keeler Clark, University of Maryland

Sam Craighead, Ohio State University

Jean Florman, University of Iowa

Rebecca Frazee, San Diego State University

Dana Gierdowski, EDUCAUSE

Alia Katherine Lancaster, University of Maryland

Megan Christina Masters, University of Maryland

Peggy McCready, Northwestern University

Jeremy Price, Indiana University-Purdue University 

Joshua Quick, Indiana University

Jae-Eun Russell, University of Iowa

Stephanie Serriere, Indiana University-Purdue University Columbus

Lisa Stephens, SUNY-Buffalo + FLEXspace

Heath Tuttle, University of Nebraska-Lincoln

JD Walker, University of Minnesota

Ava Wolf, University of Illinois-Champaign Urbana

Meina Zhu, Wayne State University