About this journal
Aims and scope
2020 CiteScore: 2.10 - values from Scopus
Computers in the Schools is an international journal that publishes high quality research primarily focused on the use of technology in K-12 education and teacher education for K-12. Relevant research in other educational settings, such as higher education, or on the use of technology by children and young people outside of schools, is also featured, particularly where implications for K-12 are also explored. Articles should consider the pedagogical implications of the use of technology in education, linking theory to practice, and demonstrating the practical aspects of any application. Articles in this acclaimed and long-established journal represent the cutting edge of advances in field and will be of key interest to academics, as well as offering a rich source of information to school leaders, school administrators, policy makers and teacher educators. Articles can be qualitative, quantitative, or mixed-methods. We also welcome systematic reviews that fall within the scope of the journal. Computers in the Schools is supported by an international editorial review board of prominent academic experts in the use of technology in school and wider educational settings.
Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.
Journal metrics
Usage
- 58K annual downloads/views
Citation metrics
- 1.2 (2023) Impact Factor
- Q2 Impact Factor Best Quartile
- 2.0 (2023) 5 year IF
- 2.4 (2023) CiteScore (Scopus)
- Q2 CiteScore Best Quartile
- 0.764 (2023) SNIP
- 0.384 (2023) SJR
Speed/acceptance
- 29 days avg. from submission to first decision
- 65 days avg. from submission to first post-review decision
- 25 days avg. from acceptance to online publication
- 25% 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
JOSEPH MINTZ - University College London, United Kingdom
ASSOCIATE EDITOR - GENERAL
CORNELIA CONNOLLY - Associate Professor, National University of Ireland, Galway
ASSOCIATE EDITOR - MATHEMATICS
SERGEI ABRAMOVICH - Professor, State University of New York at Potsdam
ASSOCIATE EDITOR - RESEARCH
LEPING LIU - Professor, Counseling & Educational Psychology, University of Nevada, Reno
EDITORIAL BOARD
KWAKU ADU-GYAMFI - Graduate Advisor of Mathematics Education, East Carolina University
ABRAHAM AYEBO - Associate Professor, University of Minnesota Rochester
SALLY R. BEISSER - Associate Professor of Education, Drake University
PATRICK BELL - PhD Candidate, University of Nevada, Reno
JEREMY M. BROWNE - Assistant Research Professor, Brigham Young University
LI-TING CHEN - Assistant Professor, University of Nevada, Reno
HSUEH-HUA (SHAY) CHUANG - Professor, Institute of Education, National Sun Yat-sen University, Taiwan
VICKI L. COHEN - Professor of Education, Farleigh Dickinson University
MICHAEL CONNELL - Professor of Mathematics Education, University of Houston Downtown
CORNELIA CONNOLLY - Associate Professor, National University of Ireland, Galway
ANDREW L. HUNT - Associate Professor, Department Chair of Teacher Education, University of Arkansas at Little Rock
GREGORY B. MACKINNON - Professor of Science and Educational Technology, Acadia University, Nova Scotia, Canada
NATALIE B. MILMAN - Assistant Professor of Educational Technology and Curriculum and Instruction, George Washington University
CAROLINE PELLETIER - Reader in Culture and Communications, University College London
DREW POLLY - Department of Reading and Elementary Education, Cato College of Education, University of North Carolina Charlotte
SUSAN M. POWERS - Associate Dean, College of Education, Indiana State University
ELISEO REATEGUI - Professor, Federal University of Rio Grande do Sul, Porto Allegre, Brazil
MARY F. RICE - Associate Professor of Literacy, University of New Mexico
Abstracting and indexing
Computers in the Schools is abstracted and indexed in:
• De Gruyter Saur
° Dietrich's Index Philosophicus
° IBZ - Internationale Bibliographie der Geistes- und Sozialwissenschaftlichen Zeitschriftenliteratur
° Internationale Bibliographie der Rezensionen Geistes- und Sozialwissenschaftlicher Literatur
• EBSCOhost
° Academic Search Alumni Edition
° Academic Search Complete
° Academic Search Elite
° Academic Search Premier
° Academic Search R&D
° Academic Search Ultimate
° Applied Science & Technology Source
° Book Review Digest Plus (H.W. Wilson)
° Computer Science Index
° Computers & Applied Sciences Complete
° Current Abstracts
° Education Abstracts (H.W. Wilson)
° Education Full Text (H.W. Wilson)
° Education Index (Online)
° Education Research Complete
° Education Research Index
° Education Source
° Educational Administration Abstracts
° Inspec
° Internet & Personal Computing Abstracts (Online)
° Library & Information Science Source
° Library, Information Science & Technology Abstracts (LISTA)
° Library, Information Science & Technology Abstracts (LISTA) with Full Text
° MasterFILE Complete
° MasterFILE Elite
° MasterFILE Premier
° OmniFile Full Text Mega (H.W. Wilson)
° Professional Development Collection
° Social Work Abstracts (Online)
° SocINDEX
° SocINDEX with Full Text
° STM Source
° Teacher Reference Center
° TOC Premier (Table of Contents)
• Elsevier BV
° Compendex (COMPuterized ENgineering InDEX)
° Scopus
• ERIC (Education Resources Information Center)
• Exceptional Child Education Resources (Online)
• Gale
° Academic OneFile
° Educator's Reference Complete
° MLA International Bibliography (Modern Language Association)
• Informit
° Australian Education Index (Online)
• OCLC
° Education Index (Online)
• Ovid
° Inspec
° Social Work Abstracts (Online)
• ProQuest
° Abstracts in New Technologies and Engineering (Online)
° Advanced Technologies Database with Aerospace
° Aerospace Database
° Aluminium Industry Abstracts (Online)
° Ceramic Abstracts (Online)
° Civil Engineering Abstracts
° Computer and Information Systems Abstracts (Online)
° Computing Database
° Copper Technical Reference Library
° Corrosion Abstracts (Online)
° Earthquake Engineering Abstracts
° Education Collection
° Education Database
° Electronics and Communications Abstracts (Online)
° Engineered Materials Abstracts
° Engineering Research Database
° Linguistics and Language Behavior Abstracts (Online)
° Materials Business File
° Materials Research Database
° Mechanical & Transportation Engineering Abstracts
° METADEX
° Professional ProQuest Central
° ProQuest 5000
° ProQuest 5000 International
° ProQuest Advanced Technologies & Aerospace Collection
° ProQuest Central
° ProQuest Professional Education
° ProQuest Science Journals
° ProQuest SciTech Collection
° Social Science Premium Collection
° Technology Collection
° Technology Research Database
• Taylor & Francis
° Educational Research Abstracts Online
• Thomson Reuters
° Emerging Sources Citation Index
° Web of Science
• VINITI RAN
° Referativnyi Zhurnal
• World Ceramics Abstracts (Online)
Open access
Computers in the Schools 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
News and offers
4 issues per year
Advertising information
Would you like to advertise in Computers in the Schools?
Reach an engaged target audience and position your brand alongside authoritative peer-reviewed research by advertising in Computers in the Schools.
Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, 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 Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. 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