Editorial: Submissions and publication data from the 2017 volume of the Journal of Technology and Teacher Education
article
Richard E. Ferdig, Natasha H. Chenowith, Kent State University, United States
Journal of Technology and Teacher Education Volume 26, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
As Journal of Technology and Teacher Education (JTATE) editors, we work closely with the editorial review board and the international advisory board to provide a quality, double-blind, peer review process. We also work directly with authors as they prepare manuscripts, revise papers, and integrate reviewer comments. Finally, we make sure we maintain as much transparency as possible (while still ensuring double-blind review). There are three activities we use to promote this transparency.
Citation
Ferdig, R.E. & Chenowith, N.H. (2018). Editorial: Submissions and publication data from the 2017 volume of the Journal of Technology and Teacher Education. Journal of Technology and Teacher Education, 26(2), 177-184. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 24, 2023 from https://www.learntechlib.org/primary/p/183719/.
© 2018 Society for Information Technology & Teacher Education
References
View References & Citations Map- Chenowith, N.H. & Ferdig, R.E. (2017). Editorial: What we learned about technology and teacher education in 2017. Journal of Technology and Teacher Education, 25(4), 365-375.
- Ferdig, R.E., Sprague, D., Maddux, C., & Albion, P. (2007). Publishing data evidence to support educational technology claims. Journal of Technology and Teacher Education, 15(4), 429-437.
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Editorial: What We Learned About Technology and Teacher Education in 2018
Emily Baumgartner & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 509–517
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Editorial: What we learned about Technology and Teacher Education in 2017
Natasha H. Chenowith & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 365–375
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