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期刊名称：TECHNOLOGY PEDAGOGY AND EDUCATION ISSN： 1475-939X 出版频率： Tri-annual 出版社： ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2-4 PARK SQUARE, MILTON PARK, ABINGDON, ENGLAND, OXON, OX14 4RN   出版社网址： http://www.tandfonline.com/toc/rtpe20/current 影响因子： 2.529 (2020年) 1.712(2018年) 1.580(2017年) 1.066(2016年) 0.979(2015年) 0.829(2014年) 0.541(2013年) 0.667 (2012年) 主题范畴： EDUCATION & EDUCATIONAL RESEARCH 期刊简介(About the journal)    投稿须知(Instructions to Authors)    编辑部信息(Editorial Board)    About the journal Technology, Pedagogy and Education seeks to serve the international education community by disseminating research findings regarding the use of information and communication technology (ICT) to improve teaching and learning. It explores the particular contribution that ICT can make to educational environments, focusing on empirical evidence derived from both quantitative and qualitative research designs, and on a critical analysis of the ways in which new technologies can support learning and teacher professional development in all phases of education. The journal aims to promote the advance of research and scholarship in its field; to provide a vehicle for the exchange and dissemination of reports regarding implementations and practices and research; to offer a forum for the debate of contemporary issues; to create an international arena for discussion of the role of ICT in education and professional development; and to develop greater awareness, understanding and cooperation between educators. Contributions are published in the form of original theoretical pieces, research reports, literature reviews, book reviews, and announcements about the development of theory and practice in the field of technology and pedagogy. All contributions are scrutinised by at least two international referees. The journal welcomes all contributions which extend or amplify what is already published in the field of technology and pedagogy, and which will be of interest to those involved in teacher education.  It especially seeks to publish articles concerned with: • ICT practices and innovations in education – schools, teacher education, higher education and informal settings; • the theory and practice of ICT in teaching and professional development/learning/; • evaluation of the impact of ICT on teaching and learning; • social, cultural, political and economic aspects of ICT and pedagogy, particularly concerning better educational opportunities for disadvantaged learners; • pre-service teachers working with ICT in formal and informal settings; • learners working with ICT; • links between schools, training institutions and the wider community.   Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis and the Association for Information Technology in Teacher Education (ITTE) makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and the Association for Information Technology in Teacher Education (ITTE) and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and the Association for Information Technology in Teacher Education (ITTE). Abstracting & indexing Technology, Pedagogy and Education is abstracted/indexed in: ASSIA; Australian Research Council (ARC) Ranked Journal List;  British Education Index ; Contents Pages in Education ; Education Journal; Educational Administration Abstracts; Educational Research Abstracts online (ERA) ; Education Resources Information Center ( ERIC ); ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research); IBR (International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences); Library and Information Science Abstracts; Linguistics and Language Behaviour Abstracts; PsycINFO; Research into Higher Education Abstracts and SCOPUS Instructions to Authors This journal uses ScholarOne Manuscripts (previously Manuscript Central) to peer review manuscript submissions. Please read the guide for ScholarOne authors before making a submission. Complete guidelines for preparing and submitting your manuscript to this journal are provided below. Unless agreed otherwise all accepted papers become the copyright of Association for Information Technology in Teacher Education. All contributors should be aware they are addressing an international audience. This journal is compliant with the Research Councils UK OA policy. Please see the licence options and embargo periods here . Electronic Submission. Manuscripts, preferably between 6000 and 8000 words, should be made online at the Technology, Pedagogy and Education  ScholarOne Manuscripts site . New users should first create an account. Once a user is logged onto the site submissions should be made via the Author Centre. Books for review should be sent to Dr Chris Higgins, Westminster Institute of Education, Oxford Brookes University, Harcourt Hill, Oxford OX2 9AT, United Kingdom chiggins@brookes.ac.uk . Manuscripts submitted should be original, not under review by any other publication and not published elsewhere. All pages should be numbered. Footnotes to the text should be avoided. Sponsorship of research reported (e.g. by research councils, government departments and agencies, etc.) should be declared. To allow refereeing, all submissions must be properly formatted for anonymous reviewing. Authors' names and institutions should be typed on a separate sheet and submitted with the manuscript. The full postal and email address of the author who will check proofs and receive correspondence and offprints should also be included. Each paper should be accompanied oby an abstract of 100 to 150 words. Tables and captions to illustrations. Tables must be submitted as separate files and not included as part of the text. The captions to illustrations should be gathered together and also uploaded as a separate file. Tables and Figures should be numbered consecutively by Arabic numerals. The approximate position of tables and figures should be indicated in the manuscript. Captions should include keys to any symbols used. Figures. Please supply one set of artwork files in a finished form, suitable for reproduction. Figures will not normally be redrawn by the publisher.   Reproduction of copyright material As an author, you are required to secure permission to reproduce any proprietary text, illustration, table, or other material, including data, audio, video, film stills, and screenshots, and any supplementary material you propose to submit. This applies to direct reproduction as well as “derivative reproduction” (where you have created a new figure or table which derives substantially from a copyrighted source). The reproduction of short extracts of text, excluding poetry and song lyrics, for the purposes of criticism may be possible without formal permission on the basis that the quotation is reproduced accurately and full attribution is given. For further information and FAQs, please see http://journalauthors.tandf.co.uk/preparation/permission.asp Copies of permission letters should be sent with the manuscript upon submission to the editors.  Copyright permission letter template     Style guidelines   Description of the Journal's  article style ,  Quick guide   Description of the Journal's reference style , Quick guide Please use UK spelling (e.g. colour, organise). Use single quotation marks with double within if needed. This journal requires a short paragraph of biographical details for all contributors.   For information about writing an article, preparing your manuscript and general guidance for authors, please visit the Author Services section of our website.   If you have any questions about references or formatting your article, please contact  authorqueries@tandf.co.uk  (please mention the journal title in your email). Word templates Word templates are available for this journal. If you are not able to use the template via the links or if you have any other template queries, please contact authortemplate@tandf.co.uk Proofs will be available for authors to check if there is sufficient time to do so. They should be corrected and returned to the Publisher within three working days of receipt. Major alterations to the text cannot be accepted.   Free article access As an author, you will receive free access to your article on Taylor & Francis Online. You will be given access to the My authored works section of Taylor & Francis Online, which shows you all your published articles. You can easily view, read, and download your published articles from there. In addition, if someone has cited your article, you will be able to see this information. We are committed to promoting and increasing the visibility of your article and have provided guidance on how you can help . Copyright: It is a condition of publication that authors assign copyright or license the publication rights in their articles, including abstracts, to the Association for Information Technology in Teacher Education. This enables us to ensure full copyright protection and to disseminate the article, and of course the Journal, to the widest possible readership in print and electronic formats as appropriate. Authors retain many rights under the Taylor & Francis rights policies, which can be found at http://journalauthors.tandf.co.uk/preparation/copyright.asp . Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources. Editorial Board Editor-in-chief Steve Kennewell -   Cardiff Metropolitan University, UK Editorial Board: David Benzie - College of St Mark & St John, Plymouth, UK Sue Brindley - University of Cambridge, UK Linda Clarke - University of Ulster, UK Niki Davis - Canterbury University, Christchurch, New Zealand Patrick Dillon - University of Exeter, UK Tony Edwards, Liverpool Hope University, UK Tony Fisher - University of Nottingham, UK David Gibson - Vice President of the Society for Information Technology in Teacher Education, USA Ian Gibson - Macquarie University, Sydney, Australia Mick Hammond - University of Warwick, UK Pedro Hepp - Tide, Temuco, Chile Chris Higgins - Oxford Brookes University, UK Bill Hunter - University of Ontario Institute of Technology, Canada Paul A. Kirschner - Open Universiteit Nederland, The Netherlands Kwok-Wing Lai - University of Otago, Dunedin, New Zealand Avril Loveless - University of Brighton, UK Angela McFarlane - University of Bristol, UK Richard Millwood - University of Bolton, UK Paul Resta - The University of Texas at Austin, USA Karl Steffens  - University of Cologne, Germany Penni Tearle - University of Exeter, UK Allen Thurston - Durham University, UK Guglielmo Trentin - Consiglio Nazionale delle Richerche, Genoa, Italy Marta Turcsanyi-Szabo - Eotvos Lorand University, Budapest, Hungary Keith Turvey, University of Brighton, UK Jean Underwood - Nottingham Trent University, UK Joke Voogt -  University of Twente, Netherlands   Roberta K. Weber - Florida Atlantic University, USA Dee Anna Willis - Northwestern State University, Natchitoches, USA Nicola Yelland - Hong Kong Institute of Education, China Shelley Shwu-ching Young - National Tsing Hua University, Taiwan Sarah Younie, De Montfort University, UK Zhu Zhiting - East China Normal University, Shanghai, China