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About Issues and Trends in Learning TechnologiesIssues and Trends in Learning Technologies (ITLT) is a peer-reviewed open access journal that covers current issues and trends in educational technology theory, design, development and assessment.
Focus and Scope for Issues and Trends in Learning Technologies
Issues and Trends in Learning Technologies (ITLT) is a peer-reviewed open access journal that covers current issues and trends in learning technology theory, design, development and assessment. Published twice yearly, ITLT seeks to further and integrate the discourses surrounding both theory and praxis within educational technology. Areas of special interest to ITLT include but are not limited to:
- instructional design, curriculum integration, and innovative pedagogy.
- online learning, distance learning, and hybrid online/classroom learning.
- user experience design and human-computer interaction.
- technological literacy.
- emerging technologies.
As an online publication, ITLT is fundamentally multimodal. Authors are encouraged to include digital media, applications, games, simulations, and similar material as components of submitted articles.
As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
- The submission is original, unpublished and not under consideration by another journal.
- The submission file is in Microsoft Word format (.DOC or .DOCX), Rich Text Format (.RTF), or OpenDocument format (.ODF).
- Figures, diagrams and other images are in .PNG, .GIF or .JPG/.JPEG format, at the highest resolution possible, to a maximum of 1024 x 1024 pixels.
- File names are consistent and clearly indicate the type and numbering of each item.
- The manuscript adheres to APA style (6th edition) and all ITLT-specific formatting guidelines.
- If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a Blind Review (below) have been followed.
Ensuring a Blind Review
To ensure the integrity of the blind peer-review for submission to this press, every effort should be made to prevent the identities of the authors and reviewers from being known to each other. This involves the authors, editors, and reviewers (who upload documents as part of their review) checking to see if the following steps have been taken with regard to the text and the file properties:
- The authors of the document have deleted their names from the text, with "Author" and year used in the references and footnotes, instead of the authors' name, article title, etc.
- With Microsoft Office documents, author identification should also be removed from the properties for the file (see under File in Word), by clicking on the following, beginning with File on the main menu of the Microsoft application: File > Save As > Tools (or Options with a Mac) > Security > Remove personal information from file properties on save > Save.
- With PDFs, the authors' names should also be removed from Document Properties found under File on Adobe Acrobat's main menu.
Content published by Issues and Trends in Learning Technologies is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License (CC BY-NC-SA 4.0). This license allows authors to retain their copyright, and also allows others to copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions. For details about this license and its conditions, see the Creative Commons website.
Issues and Trends in Learning Technologies allows the following licences for submission:
- CC BY-NC-SA 4.0 - More Information
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Journals published in journals hosted by the University of Arizona Libraries' Publishing Program do not charge author publishing fees. All journals hosted by the University of Arizona Libraries are fully open access, with no charges to access or to publish.
ITLT has a two-stage review process:
- Editorial evaluation. The ITLT editorial team screens submitted manuscripts, resulting in either an editorial rejection or a decision to proceed with peer review.
- Peer review. Manuscripts that reach this stage will be evaluated by at least two members of the ITLT board of reviewers, selected according to experience, expertise and interests. Our peer review process is double blind, meaning that reviewers and authors are unaware of each others’ names and institutional affiliations. Reviewers are asked to provide detailed notes to ensure helpful, objective and formative feedback for authors.
Reviewers assess manuscripts on a variety of criteria:
- Importance and interest of topic to ITLT readers.
- Quality of literature review and consistency with the relevant literature.
- Clarity of the goals of the research or development effort.
- Adequacy of the research method and accuracy of data analysis.
- Presentation and interpretation of findings, inferences and conclusions.
- Inclusion of appropriate implications for practice and/or policy.
- Grammatical construction; writing style; clarity of ideas, use of non-sexist language.
The review process usually takes about 8 weeks. You can check the status of a submitted manuscript at any time by logging in to the ITLT submission system.
ITLT is published semiannually. Volumes denote the year of publication, beginning with Volume 1 in 2013, and contain sequentially numbered issues (1 and 2). Special issues of ITLT may be titled according to subject or theme.
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