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.
We will accept four types of manuscripts:
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.
The Journal of Teaching and Learning with Technology would like to thank the reviewers for sharing their time and expertise in reviewing the submissions for the two editions that were published in 2012.
This work is licensed under a Creative Commons Attribution 3.0 License.