Example of Educational Technology Research and Development format
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Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format Example of Educational Technology Research and Development format
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open access Open Access
recommended Recommended

Educational Technology Research and Development — Template for authors

Publisher: Springer
Categories Rank Trend in last 3 yrs
Education #95 of 1319 up up by 20 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 357 Published Papers | 1769 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 21/06/2020
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Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

5.0

9% from 2019

CiteRatio for Educational Technology Research and Development from 2016 - 2020
Year Value
2020 5.0
2019 5.5
2018 3.8
2017 3.3
2016 3.9
graph view Graph view
table view Table view

1.346

2% from 2019

SJR for Educational Technology Research and Development from 2016 - 2020
Year Value
2020 1.346
2019 1.321
2018 0.977
2017 1.217
2016 1.318
graph view Graph view
table view Table view

2.099

4% from 2019

SNIP for Educational Technology Research and Development from 2016 - 2020
Year Value
2020 2.099
2019 2.194
2018 2.105
2017 1.779
2016 1.924
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has decreased by 9% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 2% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has decreased by 4% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Educational Technology Research and Development

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Springer

Educational Technology Research and Development

Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology. The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualita...... Read More

Education

Social Sciences

i
Last updated on
21 Jun 2020
i
ISSN
1042-1629
i
Impact Factor
High - 2.08
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
SPBASIC
i
Citation Type
Author Year
(Blonder et al, 1982)
i
Bibliography Example
Blonder GE, Tinkham M, Klapwijk TM (1982) Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys Rev B 25(7):4515_x0015_ 4532, URL 10.1103/PhysRevB.25.4515

Top papers written in this journal

Journal Article DOI: 10.1007/BF02504683
Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?.
Peggy A. Ertmer1

Abstract:

Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low. This suggests that additional barriers, specifically related to teachers’ ... Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low. This suggests that additional barriers, specifically related to teachers’ pedagogical beliefs, may be at work. Previous researchers have noted the influence of teachers’ beliefs on classroom instruction specifically in math, reading, and science, yet little research has been done to establish a similar link to teachers’ classroom uses of technology. In this article, I argue for the importance of such research and present a conceptual overview of teacher pedagogical beliefs as a vital first step. After defining and describing the nature of teacher beliefs, including how they are likely to impact teachers’ classroom practice, I describe important implications for teacher professional development and offer suggestions for future research. read more read less

Topics:

Technology integration (60%)60% related to the paper, Professional development (51%)51% related to the paper, Educational technology (51%)51% related to the paper
View PDF
2,227 Citations
Journal Article DOI: 10.1007/BF02299597
Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration
Peggy A. Ertmer1

Abstract:

Although teachers today recognize the importance of integrating technology into their curricula, efforts are often limited by both external (first-order) and internal (second-order) barriers. Traditionally, technology training, for both preservice and inservice teachers, has focused on helping teachers overcome first-order ba... Although teachers today recognize the importance of integrating technology into their curricula, efforts are often limited by both external (first-order) and internal (second-order) barriers. Traditionally, technology training, for both preservice and inservice teachers, has focused on helping teachers overcome first-order barriers (e.g., acquiring technical skills needed to operate a computer). More recently, training programs have incorporated pedagogical models of technology use as one means of addressing second-order barriers. However, little discussion has occurred that clarifies the relationship between these different types of barriers or that delineates effective strategies for addressing different barriers. If pre- and inservice teachers are to become effective users of technology, they will need practical strategies for dealing with the different types of barriers they will face. In this paper, I discuss the relationship between first- and second-order barriers and then describe specific strategies for circumventing, overcoming, and eliminating the changing barriers teachers face as they work to achieve technology integration. read more read less

Topics:

Technology integration (56%)56% related to the paper
View PDF
1,834 Citations
Journal Article DOI: 10.1007/BF02299088
Media will never influence learning
Richard E. Clark1

Abstract:

The purpose of this discussion is to explain and sharpen different points of view about the impact of media and attributes of media on learning, motivation and efficiency gains from instruction. This paper is an attempt to summarize my arguments about the research and theory in this area and to respond to Robert Kozma's criti... The purpose of this discussion is to explain and sharpen different points of view about the impact of media and attributes of media on learning, motivation and efficiency gains from instruction. This paper is an attempt to summarize my arguments about the research and theory in this area and to respond to Robert Kozma's criticism of my earlier discussion of these issues. I will first briefly summarize my arguments about media effects; next I will attempt to characterize the many reactions to the controversial claim that media do not influence learning or motivation. Finally, I will respond to the specific criticisms advanced by Robert Kozma this issue. read more read less

Topics:

Education theory (59%)59% related to the paper, Educational technology (56%)56% related to the paper, Cost effectiveness (52%)52% related to the paper, Criticism (52%)52% related to the paper, Teaching method (52%)52% related to the paper
View PDF
1,779 Citations
Journal Article DOI: 10.1007/S11423-006-9022-5
Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research
Khe Foon Hew1, Thomas Brush2

Abstract:

Although research studies in education show that use of technol- ogy can help student learning, its use is generally affected by certain barriers In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the cur... Although research studies in education show that use of technol- ogy can help student learning, its use is generally affected by certain barriers In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research read more read less

Topics:

Technology integration (59%)59% related to the paper, Educational technology (53%)53% related to the paper, Professional development (53%)53% related to the paper, Curriculum (52%)52% related to the paper
View PDF
1,747 Citations
Journal Article DOI: 10.1007/BF02300500
Toward a design theory of problem solving
David H. Jonassen1

Abstract:

Problem solving is generally regarded as the most important cognitive activity in everyday and professional contexts. Most people are required to and rewarded for solving problems. However, learning to solve problems is too seldom required in formal educational settings, in part, because our understanding of its processes is ... Problem solving is generally regarded as the most important cognitive activity in everyday and professional contexts. Most people are required to and rewarded for solving problems. However, learning to solve problems is too seldom required in formal educational settings, in part, because our understanding of its processes is limited. Instructional-design research and theory has devoted too little attention to the study of problem-solving processes. In this article, I describe differences among problems in terms of their structuredness, domain specificity (abstractness), and complexity. Then, I briefly describe a variety of individual differences (factors internal to the problem solver) that affect problem solving. Finally, I articulate a typology of problems, each type of which engages different cognitive, affective, and conative processes and therefore necessitates different instructional support. The purpose of this paper is to propose a metatheory of problem solving in order to initiate dialogue and research rather than offering a definitive answer regarding its processes. read more read less

Topics:

Metatheory (53%)53% related to the paper, Learning theory (52%)52% related to the paper, Cognition (50%)50% related to the paper
1,666 Citations
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Educational Technology Research and Development format uses SPBASIC citation style.

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Frequently asked questions

1. Can I write Educational Technology Research and Development in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Educational Technology Research and Development guidelines and auto format it.

2. Do you follow the Educational Technology Research and Development guidelines?

Yes, the template is compliant with the Educational Technology Research and Development guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Educational Technology Research and Development?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Educational Technology Research and Development citation style.

4. Can I use the Educational Technology Research and Development templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Educational Technology Research and Development.

5. Can I use a manuscript in Educational Technology Research and Development that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Educational Technology Research and Development that you can download at the end.

6. How long does it usually take you to format my papers in Educational Technology Research and Development?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Educational Technology Research and Development.

7. Where can I find the template for the Educational Technology Research and Development?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Educational Technology Research and Development's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Educational Technology Research and Development's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Educational Technology Research and Development an online tool or is there a desktop version?

SciSpace's Educational Technology Research and Development is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Educational Technology Research and Development?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Educational Technology Research and Development?”

11. What is the output that I would get after using Educational Technology Research and Development?

After writing your paper autoformatting in Educational Technology Research and Development, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Educational Technology Research and Development's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Educational Technology Research and Development?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Educational Technology Research and Development. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Educational Technology Research and Development?

The 5 most common citation types in order of usage for Educational Technology Research and Development are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Educational Technology Research and Development?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Educational Technology Research and Development's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Educational Technology Research and Development in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Educational Technology Research and Development Endnote style according to Elsevier guidelines.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

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