About this journal
Aims and scope
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).
Journal metrics
Usage
- 188K annual downloads/views
Citation metrics
- 3.4 (2023) Impact Factor
- Q1 Impact Factor Best Quartile
- 4.0 (2023) 5 year IF
- 9.5 (2023) CiteScore (Scopus)
- Q1 CiteScore Best Quartile
- 1.870 (2023) SNIP
- 1.338 (2023) SJR
Speed/acceptance
- 113 days avg. from submission to first decision
- 344 days avg. from submission to first post-review decision
- 18 days avg. from acceptance to online publication
- 11% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors who are deciding where to submit their next manuscript for publication. However, any one metric only tells a part of the story of a journal’s quality and impact. Each metric has its limitations which means that it should never be considered in isolation, and metrics should be used to support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside other qualitative factors such as a journal’s aims & scope, its readership, and a review of past content published in the journal. In addition, a single article should always be assessed on its own merits and never based on the metrics of the journal it was published in.
For more details, please read the Author Services guide to understanding journal metrics.
Journal metrics in brief
Usage and acceptance rate data above are for the last full calendar year and are updated annually in February. Speed data is updated every six months, based on the prior six months. Citation metrics are updated annually mid-year. Please note that some journals do not display all of the following metrics (find out why).
- Usage: the total number of times articles in the journal were viewed by users of Taylor & Francis Online in the previous calendar year, rounded to the nearest thousand.
Citation Metrics
- Impact Factor*: the average number of citations received by articles published in the journal within a two-year window. Only journals in the Clarivate Science Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI), Arts and Humanities Citation Index (AHCI) and the Emerging Sources Citation Index (ESCI) have an Impact Factor.
- Impact Factor Best Quartile*: the journal’s highest subject category ranking in the Journal Citation Reports. Q1 = 25% of journals with the highest Impact Factors.
- 5 Year Impact Factor*: the average number of citations received by articles in the journal within a five-year window.
- CiteScore (Scopus)†: the average number of citations received by articles in the journal over a four-year period.
- CiteScore Best Quartile†: the journal’s highest CiteScore ranking in a Scopus subject category. Q1 = 25% of journals with the highest CiteScores.
- SNIP (Source Normalized Impact per Paper): the number of citations per paper in the journal, divided by citation potential in the field.
- SJR (Scimago Journal Rank): Average number of (weighted) citations in one year, divided by the number of articles published in the journal in the previous three years.
Speed/acceptance
- From submission to first decision: the average (median) number of days for a manuscript submitted to the journal to receive a first decision. Based on manuscripts receiving a first decision in the last six months.
- From submission to first post-review decision: the average (median) number of days for a manuscript submitted to the journal to receive a first decision if it is sent out for peer review. Based on manuscripts receiving a post-review first decision in the last six months.
- From acceptance to online publication: the average (median) number of days from acceptance of a manuscript to online publication of the Version of Record. Based on articles published in the last six months.
- Acceptance rate: articles accepted for publication by the journal in the previous calendar year as percentage of all papers receiving a final decision.
For more details on the data above, please read the Author Services guide to understanding journal metrics.
*Copyright: Journal Citation Reports®, Clarivate Analytics
†Copyright: CiteScore™, Scopus
Editorial board
Editor-in-Chief:
Prof. Sarah Younie - De Montfort University, UK
Associate Editor-in-Chief:
Pete Bradshaw - The Open University, UK
Special Issue Editors:
Assoc. Prof Sarah Prestridge - Griffith University, Australia
Assoc. Prof Louise Starkey - Victoria University of Wellington, New Zealand
Editorial Board:
Wilfried Admiraal - Leiden University, The Netherlands
Sue Brindley - University of Cambridge, UK
Susan Crichton - The University of British Columbia, Canada
Tom Delahunty - Maynooth University, Ireland
Tony Fisher - University of Nottingham, UK
Xuesong (Andy) Gao - UNSW, Australia
Joyce Gikandi - Pwani University College, Kenya
Mick Hammond - University of Warwick, UK
Elizabeth Hidson - University of Sunderland, UK
Steve Kennewell - Cardiff Metropolitan University, UK
Damian Maher - University of Technology Sydney, Australia
Mai Neo - Multimedia University, Malaysia
Keryn Pratt - University of Otago, New Zealand
Chris Shelton - University of Chichester, UK
Karl Steffens - University of Cologne, Germany
Daner Sun - The Education University of Hong Kong, China
Allen Thurston - Queen's University Belfast, UK
Marta Turcsanyi-Szabo - Eotvos Lorand University, Hungary
Nicola Yelland - Flinders University, Australia
Shelley Shwu-ching Young - National Tsing Hua University, Taiwan
Zhonggen Yu - Beijing Language and Culture University, China
Katina Zammit - University of Western Sydney, Australia
Abstracting and indexing
Technology, Pedagogy and Education is abstracted/indexed in: ASSIA; Australian Research Council (ARC) Ranked Journal List; British Education Index; Education Journal; Educational Administration Abstracts; Educational Research Abstracts online (ERA); Education Resources Information Center ( ERIC); ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research); IBR (International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences); Library and Information Science Abstracts; Linguistics and Language Behaviour Abstracts; PsycINFO; Research into Higher Education Abstracts and SCOPUS®
Open access
Technology, Pedagogy and Education is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
- Increase the discoverability and readership of your article
- Make an impact and reach new readers, not just those with easy access to a research library
- Freely share your work with anyone, anywhere
- Comply with funding mandates and meet the requirements of your institution, employer or funder
- Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Use our APC finder to calculate your article publishing charge
News, offers and calls for papers
5 issues per year. 5 issues will be print.
Currently known as:
- Technology, Pedagogy and Education (2003 - current)
Formerly known as
- Journal of Information Technology for Teacher Education (1992 - 2002)
Advertising information
Would you like to advertise in Technology, Pedagogy and Education?
Reach an engaged target audience and position your brand alongside authoritative peer-reviewed research by advertising in Technology, Pedagogy and Education.
Technology, Pedagogy and Education Association and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Technology, Pedagogy and Education Association and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Technology, Pedagogy and Education Association and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Technology, Pedagogy and Education Association and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
Ready to submit?
Start a new submission or continue a submission in progress
Go to submission site (link opens in a new window) Instructions for authors