Focus and Scope

The Journal of Teaching and Learning with Technology (JoTLT) is an international journal dedicated to enhancing student learning through the use of technology. JoTLT is focused on teaching at the university level and will not accept manuscripts relating to teaching in the K-12 area. The goal of this journal is to provide a platform for academicians all over the world to promote, share, and discuss what does and does not work when using technology.

As of 2018, the journal will publish one special issue per year. The call for proposals will be released through various routes, including as an announcement to our reviewers and authors.

Submissions will be accepted in the following categories:

Quick Hits: A Quick Hit is a brief contribution describing innovative procedures, courses, or materials involving technology (1500 words or less). Each contribution should include sufficient detail to allow another educator to use the Quick Hit in his or her own course.

Empirical Manuscript: Manuscripts in this category should provide qualitative or quantitative evidence demonstrating the effectiveness of the technology in increasing student learning. Each manuscript should include sufficient detail to allow another educator to use the technology in his or her own course.

Book Reviews: Manuscripts in this category will provide an overview of a book pertinent to the journal readership that is no more than two years old as well as a brief discussion of the books usefulness.

Case Studies: Manuscripts in this category will detail the implementation of the use of technology in various settings.

 

Peer Review Process

JoTLT uses a double-blind peer review process to evaluate all submissions. Each submission is vetted via desk review to determine if it is ready for review. If it is deemed ready for review it is sent to reviewers selected from published authors, editorial board members and academicians in the field. Reviewers are typically asked to conduct their review within a month. Authors, should expect the process to take up to six months depending on the reviweer response rate. 

Publication Frequency

The Journal of Teaching and Learning with Technology will be published once a year, as a special issue.

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Editorial Board Members

The Editorial Board is comprised of the following:

  • Judith Boettcher, author/consultant focusing on online and blended learning. Dr. Boettcher is a former executive director of the Corporation for Research and Educational Networking (CREN).
  • Eugenia Fernandez, Associate Professor of Computer and Information Technology, Indiana University Purdue University Indianapolis
  • Curtis Bonk, Professor of Education, Indiana University.  Curt is interested in emerging learning technologies, open education, online and blended learning, nontraditional, informal, and extreme learning (http://www.extreme-learning.org/) (think "not-school"), the social context for learning, global and international education, innovation and creativity, interactive and engaging pedagogical strategies with technology, and perspective taking or social cognition.
  • Marcia D. Dixson, FACET member and co-editor of Quick Hits for Teaching with Technology. Marcia is an Associate Professor and Chair of the Department of Communication at Indiana University Purdue University Fort Wayne.
  • Mark Milliron, Co-Founder & Chief Learning Officer, Civitas Learning. Prior to his current position, Dr. Milliron served as the Deputy Director for Postsecondary Improvement at the Bill and Melinda Gates Foundation and Chancellor of Western Governors University Texas.
  • Robin K. Morgan, FACET Director and co-editor of Quick Hits for Teaching with Technology. Robin is a professor of Psychology at Indiana University Southeast in addition to her FACET responsibilities. Dr. Morgan has been teaching online for 6 years.

Policy on Authorship

The submitting author is solely responsible for determining authorship and the appropriate order in which co-authors’ names appear in articles that are submitted to the journal for publication. The journal shall accept no responsibility for disputes over authorship, which should be addressed by the sponsoring institution of the submitting author or lead author, as appropriate, based on the policies established by that author’s sponsoring institution.  If the journal publishes a manuscript and is later informed in writing by the submitting author that there is an error regarding authorship, it will publish corrections or retractions only at the written request of the submitting author. The journal shall have no obligation to remove, or attempt to remove, any electronic versions of a work it has published from any electronic repository or other site over which it does not exercise control.

Journal History

The Journal of Teaching and Learning with Technology (JoTLT) is an international journal dedicated to exploring efforts to enhance student learning in higher education through the use of technology. The goal of this journal is to provide a platform for academicians all over the world to promote, share, and discuss what does and does not work when using technology in postsecondary instruction.

Over the last few decades, faculty have progressively added more and more sophisticated technology into their courses.  Today, the variety of technology and the creative ways in which technology is being used is simply astonishing, whether in-class, online, or in a blended format.  In the final analysis, however, it isn’t whether our students  - or faculty members - like the technology that matters but whether the addition of these technological tools results in or expands access to quality student learning. JoTLT will play a prominent role in helping higher education professionals better understand and answer these questions.

Submissions will be accepted in the following categories:

Quick Hits: A Quick Hit is a brief contribution describing innovative procedures, courses, or materials involving technology (1500 words or less). Each contribution should include sufficient detail to allow another educator to use the Quick Hit in his or her own course.

Empirical Manuscript: Manuscripts in this category should provide qualitative or quantitative evidence demonstrating the effectiveness of the technology in increasing student learning. Each manuscript should include sufficient detail to allow another educator to use the technology in his or her own course.

Book Reviews: Book Reviews can be submitted for recently published works related to teaching and learning with technology. These manuscripts are typically less than 1500 words in addition to the complete citation of the book and the publisher’s description of the book.

Case Studies: These studies illustrate the use of technology in regards to teaching and learning of higher education students, usually generalizable to a wide and multidisciplinary audience.