Example of Journal of Digital Learning in Teacher Education format
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Example of Journal of Digital Learning in Teacher Education format Example of Journal of Digital Learning in Teacher Education format Example of Journal of Digital Learning in Teacher Education format Example of Journal of Digital Learning in Teacher Education format Example of Journal of Digital Learning in Teacher Education format Example of Journal of Digital Learning in Teacher Education format
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Example of Journal of Digital Learning in Teacher Education format Example of Journal of Digital Learning in Teacher Education format Example of Journal of Digital Learning in Teacher Education format Example of Journal of Digital Learning in Teacher Education format Example of Journal of Digital Learning in Teacher Education format Example of Journal of Digital Learning in Teacher Education format
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This content is only for preview purposes. The original open access content can be found here.
open access Open Access

Journal of Digital Learning in Teacher Education — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Education #334 of 1319 down down by None rank
Computer Science Applications #330 of 693 down down by None rank
journal-quality-icon Journal quality:
Good
calendar-icon Last 4 years overview: 67 Published Papers | 176 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 04/06/2020
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Related Journals

open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 5.1
SJR: 0.919
SNIP: 1.28
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recommended Recommended

SAGE

Quality:  
High
CiteRatio: 5.0
SJR: 1.05
SNIP: 1.694
open access Open Access
recommended Recommended

Inderscience Publishers

Quality:  
High
CiteRatio: 5.2
SJR: 0.896
SNIP: 2.015
open access Open Access

Inderscience Publishers

Quality:  
High
CiteRatio: 2.7
SJR: 0.308
SNIP: 0.965

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.

2.6

63% from 2019

CiteRatio for Journal of Digital Learning in Teacher Education from 2016 - 2020
Year Value
2020 2.6
2019 1.6
2018 1.8
graph view Graph view
table view Table view

0.576

80% from 2019

SJR for Journal of Digital Learning in Teacher Education from 2019 - 2020
Year Value
2020 0.576
2019 0.32
graph view Graph view
table view Table view

1.059

25% from 2019

SNIP for Journal of Digital Learning in Teacher Education from 2018 - 2020
Year Value
2020 1.059
2019 0.845
2018 0.78
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 63% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 80% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 25% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
Journal of Digital Learning in Teacher Education

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Taylor and Francis

Journal of Digital Learning in Teacher Education

Approved by publishing and review experts on SciSpace, this template is built as per for Journal of Digital Learning in Teacher Education formatting guidelines as mentioned in Taylor and Francis author instructions. The current version was created on 04 Jun 2020 and has been used by 769 authors to write and format their manuscripts to this journal.

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Last updated on
04 Jun 2020
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ISSN
2153-2974
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Open Access
Not provided
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
Taylor and Francis Custom Citation
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Citation Type
Numbered
[25]
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Bibliography Example
Blonder GE, Tinkham M, Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys Rev B. 1982; 25(7):4515–4532. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1080/21532974.2011.10784670
An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers
Jason T. Abbitt1

Abstract:

This exploratory study investigated the relationship between measures of Technological Pedagogical Content Knowledge (TPACK) and the self-efficacy beliefs of preservice teachers about technology integration. Within a single-group, pretest-posttest design, a correlational analysis identified several knowledge domains in the TP... This exploratory study investigated the relationship between measures of Technological Pedagogical Content Knowledge (TPACK) and the self-efficacy beliefs of preservice teachers about technology integration. Within a single-group, pretest-posttest design, a correlational analysis identified several knowledge domains in the TPACK model that the researcher found to have a significant and positive correlation with self-efficacy beliefs about technology integration. A multiple regression analysis of pretest and posttest data indicated a change over time in the predictive relationship between the measures of knowledge in TPACK domains and self-efficacy beliefs. Findings from the study illustrate the changing nature of the complex relationship between knowledge and self-efficacy beliefs and high-light the potential areas of knowledge in TPACK domains that influence preservice teachers’ beliefs about technology integration. read more read less

Topics:

Technology integration (59%)59% related to the paper
View PDF
345 Citations
Journal Article DOI: 10.1080/21532974.2013.10784716
What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning.
Kristen Kereluik1, Punya Mishra1, Chris Fahnoe1, Laura Terry1

Abstract:

This article offers a critical review of the literature on 21 st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The authors ac complish this by identifying common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge t... This article offers a critical review of the literature on 21 st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The authors ac complish this by identifying common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21 st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21 st century: foundational, meta, and humanistic. Although 21 st century frameworks are thought to advocate new types of knowledge, little has actually changed in the new century with respect to the overall goals of education. Despite this sense of continuity, significant changes related to how technologies change all three types of knowledge need to be conveyed. The article ends with specific conclusions and recommendations for teacher education. read more read less

Topics:

Descriptive knowledge (61%)61% related to the paper, Knowledge level (58%)58% related to the paper, Teacher education (56%)56% related to the paper
View PDF
333 Citations
Journal Article DOI: 10.1080/21532974.2011.10784681
Creating Technology-Enhanced, Learner-Centered Classrooms: K-12 Teachers' Beliefs, Perceptions, Barriers, and Support Needs
Yun-Jo An1, Charles M. Reigeluth2

Abstract:

Although a wealth of literature discusses the factors that affect technol ogy integration in general and how to improve professional development efforts, few studies have examined issues related to learner-centered technology integration. Thus, this study aims to explore K–12 teachers’ beliefs, perceptions, barriers, and supp... Although a wealth of literature discusses the factors that affect technol ogy integration in general and how to improve professional development efforts, few studies have examined issues related to learner-centered technology integration. Thus, this study aims to explore K–12 teachers’ beliefs, perceptions, barriers, and support needs in the context of creating technology-enhanced, learner-centered classrooms. The researcher used an online survey to collect data, and 126 teachers participated in the survey. The findings of this study provide practical insights into how to support teachers in creating technology-enhanced, learner-centered classrooms. This article discusses the implications for professional development and the need for paradigm change. read more read less

Topics:

Technology integration (57%)57% related to the paper, Professional development (53%)53% related to the paper, Teacher education (53%)53% related to the paper, Educational technology (51%)51% related to the paper
View PDF
269 Citations
Journal Article DOI: 10.1080/21532974.2012.10784686
Facebook: Learning Tool or Distraction?
Aaron M. Fewkes1, Mike McCabe1

Abstract:

The article will explore how a selected sample of secondary school students in Ontario have been using Facebook since it has become accessible to them and whether or not this use “supports the learning agenda” of classrooms as school boards have envisioned. The researchers collected both quantitative and qualitative data from... The article will explore how a selected sample of secondary school students in Ontario have been using Facebook since it has become accessible to them and whether or not this use “supports the learning agenda” of classrooms as school boards have envisioned. The researchers collected both quantitative and qualitative data from 63 Ontario high school students via a questionnaire distributed through Facebook. Stating many examples of use for educational purposes, 73% of respondents reported having used Facebook for educational purposes. Of the students surveyed, only 27% said that at least one teacher had found ways to include Facebook in their lessons, and further, 77% of students believed that teachers do not support Facebook being unblocked. The results of this research point to a need for the better utilization of Facebook in classrooms and the need for school boards who choose to “embrace” the increasing popularity of social media to implement programs that better ensure teachers also feel comfortable enough to embrace this informal teaching tool. read more read less

Topics:

Social media (59%)59% related to the paper, Cyberpsychology (57%)57% related to the paper, Popularity (55%)55% related to the paper, Educational technology (53%)53% related to the paper
View PDF
204 Citations
Journal Article DOI: 10.1080/21532974.2012.10784693
Professional Learning Networks Designed for Teacher Learning
Torrey Trust1

Abstract:

In the information age, students must learn to navigate and evaluate an expanding network of information. Highly effective teachers model this process of information analysis and knowledge acquisition by continually learning through collaboration, professional development, and studying pedagogical techniques and best practice... In the information age, students must learn to navigate and evaluate an expanding network of information. Highly effective teachers model this process of information analysis and knowledge acquisition by continually learning through collaboration, professional development, and studying pedagogical techniques and best practices. Many teachers have extended their learning by developing online professional learning networks (PLNs). PLNs connect teachers to other individuals worldwide who can offer support, advice, feedback, and collaboration opportunities. PLNs also allow teachers to collect information from various Web sites and access it in one organized area so they can efficiently stay up to date on the latest teaching techniques, pedagogies, and changes in the field of education. This paper reviews three popular PLNs created for educators—Edmodo, Classroom 2.0, and The Educator’s PLN—and provides an analysis of how teachers use the PLNs for learning, sharing, and communicating. read more read less

Topics:

Professional learning community (60%)60% related to the paper, Educational technology (59%)59% related to the paper, Information literacy (54%)54% related to the paper, Professional development (53%)53% related to the paper, Teaching method (53%)53% related to the paper
View PDF
200 Citations
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Frequently asked questions

1. Can I write Journal of Digital Learning in Teacher Education in LaTeX?

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2. Do you follow the Journal of Digital Learning in Teacher Education guidelines?

Yes, the template is compliant with the Journal of Digital Learning in Teacher Education 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 Journal of Digital Learning in Teacher Education?

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 Journal of Digital Learning in Teacher Education citation style.

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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 Journal of Digital Learning in Teacher Education.

5. Can I use a manuscript in Journal of Digital Learning in Teacher Education 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 Journal of Digital Learning in Teacher Education that you can download at the end.

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7. Where can I find the template for the Journal of Digital Learning in Teacher Education?

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SciSpace's Journal of Digital Learning in Teacher Education 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.

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12. Is Journal of Digital Learning in Teacher Education'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 Journal of Digital Learning in Teacher Education?

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 Journal of Digital Learning in Teacher Education. 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 Journal of Digital Learning in Teacher Education?

The 5 most common citation types in order of usage for Journal of Digital Learning in Teacher Education 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 Journal of Digital Learning in Teacher Education?

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16. Can I download Journal of Digital Learning in Teacher Education 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 Journal of Digital Learning in Teacher Education Endnote style according to Elsevier guidelines.

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