Topic: A Seminar Report on an Educational Technology Resource

Module Title
ELearning and Blended Learning
Module code
EDU515
Credits
20
Pre-requisites
EDU514 – Learning and Educational Technology
Co-requisites
RES503 Research Methods in Education
Module Description
This module will consider the role of the educator and the learner in relation to online learning materials, online learning environments and computer based learning materials. It is acknowledged that connectivity cannot be assumed for all educational institutions in the UAE therefore the remit of this module is to examine how technology can be used to assist teaching and learning in both networked settings and ones where there is no connectivity. The overall aim of this module is to build on students experiences of ICT and teaching and learning in order to help them develop a critical understanding of the issues involved in the use of online and blended learning to support teaching and learning. The module does not emphasise the technology but the application of pedagogic theory to the effective use of technology for educational purposes. The module will expand the students critical understanding of pedagogic design and integration of online learning, virtual learning environments, online learning activities, evaluation of web based resources and educational CD Roms and the issues that must be considered when integrating these activities and resources into teaching and learning settings.
Instruction and Assessment
Study Format
Hours
Lectures
36

Tutorials
12

Laboratories
0
1Private Study
152

Total
200
Assessment Weightings (%)
Assessment
%100
Oral presentation and seminar report
30%

Research Project
70%

Term
Module Coordinator
Office Hours

1Private Study covers time spent reading over, class notes, texts, & recommended texts, writing drafts and reports, writing the Research paper, preparation for laboratory activities and presentations, library searches,…etc
Learning Outcomes
The module provides opportunities for learners to achieve the following outcomes
Module learning outcomes

PLO #
Delivered through
Assessed by / Assessment instrument used
Knowledge
1. the broad academic issues involved in the use of online and blended learning in teaching
2. the benefits and drawbacks of blended and networked learning
3. the role of re-usability in materials design
4. the complexities involved in tutoring students and mediating learning with online learning
1
Lecture

Classroom activities

Computer lab activities
Presentation and seminar report

Final research paper
Skills
5. reflect how instructional design relates to online learning theory

6. understand and explain the approaches taken when designing learning resources
7. identify learning outcomes that are aligned to the introduction or use of online/ebased materials and/or resources
8. reflect upon their own skills in creating, adapting and modifying online learning materials.
2,
3
&
4
Classroom activities

Research works activities
Presentation and seminar report

Final research paper
Aspects of competence
Autonomy and responsibility
9. critically examine and assess online resources for their pedagogic content
10. adapt or modify or create online learning resources using open resource software and applications
11. use online learning materials/resources with students in an educational context
reflect upon and assess the skills that need to be developed in order to produce different online resources

5
Lecture

Classroom and lab activities

Research works

Presentation
Presentation and seminar report

Final research paper
Role in context
12. Read and interpret primary sources.
13. Reflect critically on the relationship between theory and practice.
14. Synthesise and evaluate information from a variety and range of sources, establish and discern connections in order to solve problems.
6
Classroom activities

Computer lab
Presentation and seminar report

Final research paper

Self-development
15. Demonstrate and exercise independence of thought and work independently
16. Manage time and resources and work to a deadline.
17. Communicate ideas and information to a variety of audiences using appropriate media.
18. Disseminate your findings in a format that is in line with accepted academic protocols and practises.
7
&
8
Research works
Computer lab activities
Presentation and seminar report

Final research paper
Syllabus – breakdown by week
1. What is elearning/blended learning?
2. IWBs
3. Interaction and Ethics
4. Evaluating Teaching Tools
5. Group Behaviour Dynamics (traditional learning environments vs online learning environments).
6. Evaluating web based materials and resources for group based learning Vs individual learning needs.
7. Laptops and Ipads
8. Assessing and evaluating online and blended learning
9. 21st Century Education

Teaching and Learning Methods

            The methods will include
• Extensive reading of key articles on the subject
• Active evaluative and analytical discussions, deliberations, debates, about the contents, concepts and implications of the readings
• Class based debates and discussions of the material covered will be followed up on and consolidated by either short take home exercises and/or discussion board exercises
• Presentation of examples drawn from the students’ experience in educational organizations
• Presentation of web based videos and podcasts of a very highly quality on relevant subjects
• Specific presentations by students with comments and debates by other students.
Assessment ,
1. There are two items of assessed coursework.

Assignment
Handed
Due
Topic
1
Week 1

Presentation – 20 minutes in length: A critical examination and assessment of an educational technology material/resource that could be used in a blended and/or online learning environment to support teaching and learning (relevant research evidence must be presented in critiquing and assessing the resource/material). This contents of this presentation can be fed into seminar report (30%) of 1000 words.
2
Week 1

Research Project (4000 words): The focus of this research project is for students to investigate how they can use online materials or computer based learning materials (depending on connectivity issues within their institutions) to support the teaching and the learning of their students within an educational context (real or virtual). Students will have a choice as to whether they develop their own materials or use existing available materials. A design justification that is based upon the desired pedagogic learning outcomes for their session with their students (academic and intellectual knowledge) coupled with relevant research evidence regarding best practice for blended and/or elearning. These materials must be trialled with students within an educational context (real classroom or virtual). Observed interactions in relation to the proposed learning outcomes of their session must be reported and discussed in relation to research evidence as to how blended/elearning can affect learning and teaching. Teacher and student perceptions of the teaching and learning experience should be reported and reflected upon. (70%)

Rubric for Presentation 30%

Areas of Assessment
Excellent
Good
Average
Fair
Need work
Mark %
Conceptual understanding (identify key points and arguments of the chapter and discuss clearly)
 25-22
 21-18
 17-14
 13-8
 7-0
 25%
Use of interaction and ability to handle questions
 25-22
 21-18
 17-14
 13-8
 7-0
 15%
Delivery of the article (clarity, language, level of confidence, facing the audience)
20-17
16-14 
13-10 
9-6 
5-0 
 30%
Time management
Min 10 mts, max 15 mts
 15-13
12-10 
9-7 
6-4 
4-0 
 10%
Organization, structure, format of the presentation
 15-13
12-10 
9-7 
6-4 
4-0 
 15%
Total
 
 
 
 
 
 100%
Comments

One project report – 4000 words (70% of your final mark) – Description and Rubric

The purpose of this mini research project is for you to examine and report upon the role of computer based media and/or environments and instructional methods in delivering educational content.

Due to your different teaching and research interests, the scope for your research project is broad. I have provided a list of possible projects some of you may be interested in investigating. If you wish to negotiate your own research question you MUST email your tutor with your proposed research question and a brief summary of what you will be researching and writing on. Do not begin work until your negotiated research question has been agreed by your course tutor!

The aim of this module has been to allow you to develop a critical understanding of the role of pedagogic design, and integration of online learning, virtual learning environments, online conferencing, collaborative tools and the evaluation of web-based resources and online learning activities in relation to learning objectives. Your project should reflect one or more (a few) these themes.

This assignment will critically evaluate the proposed design project in relation to relevant theory and good practice guidelines. An appendix of any relevant electronic activities, portfolios or multimedia resources should be presented by the student on CD ROM, together with the assignment.

Below are some possible topic suggestions but these are for guidance only and students can formulate their own topic.

1. How effective are computer based simulations at facilitating the learning process?

2. Can computer games offer a powerful new resource to support teaching and learning in the information age?

3. Can usability principles assist in the selection of web based learning materials that are pedagogically valuable to teachers and students?

4. Encouraging group based learning in MLEs/VLEs – from theory to practice.

5. Supporting students in e-environments – do theory and practice converge?

NOTE: The focus of this assignment is not to provide a descriptive report or lengthy literature review per se, but to critically analyse the research evidence, underlying theories, personal experience (if relevant) in using technology in teaching and learning environments.

*You must demonstrate evidence of research and submit the resources/applications/data that you have analysed along with your work.

The following are the sections in which the assignment has to be organized;
1- Cover page- use BUiD’s model posted on Blackboard- no names, use ID.
2- Table of content
3- Introduction: background to the study and motivation to study the specific problem or aspect, statement of problem, purpose, questions, rationale for the study.
4- Literature review: You must use multiple references (min 20 references), including journal articles (recent articles, within last 10 years and few book references, connect review to the study’s main constructs or topic) – this section is the major part of the assignment and it can have several sub-sections. Identity a few similar previous studies and situate your current study. Find key theories, models, and concepts relevant for your research.
5- Methodology: Research approach, data collection method, site, samples, instrument, design…etc; data analysis and results (what methods are used, how results are derived). You may also use second hand data (from government, institutions studied, and international organizations). Inform the limitations and ethical considerations of the study.
6- Discussion of the results: interpret and discuss the significance of your findings, along the line of the literature exploration you have made. Discuss expected and unexpected findings, discuss how these findings are important and informing the ongoing debate.
7- Conclusion: summary, major findings of the study and understanding from the literature, recommendations for future research or/and implications for practice if any. Address if you achieved the research purpose, answered the research questions.
8- Follow BUiD Harvard Reference Guide

Research Paper Submission: This should be a comprehensive research paper and not simply be a summary of facts. Provide adequate analysis of information and discussion of results. Tighten your write up of the paper. Follow BUID’s format guidelines for writing and submission. Final assignment submission by: 1) Draft Submission: you may submit a draft to Turnitin Draft submission one time before final submission (fix similarity and plagiarism issues before final submission), 2) Final Submission: you will submit the final assignment as a word document to Turnitin Final Submission.

Key Module Texts

Ferdik, R.E., & Kennedy, K. (2014).Handbook of Research on K-12 online and blended learning. Halifax: ETC Press.
Khine, M.S., Saleh, I. M. (2010). New Science of Learning: Cognition, Computers and Collaboration in Education. Springer
Valenza, J., Berger, P., & Trexler, S. (2010). Choosing Web 2.0 Tools for Learning and Teaching in a Digital World. Non Basic Stock Line

Other Module Texts

Jacques, D. & Salmon, G. (2007). Learning in groups: A handbook for face to face and online environments (4th Edition). UK: Routledge.

Littlejohn, A. & Pegl, C. (2007). Preparing for Blended e-learning (Connecting with elearning). UK: Routledge.

Signor, L. (2009). Blended Learning Versus Traditional Face-to-face Learning: A Four-year Study Exploring Students’ Learning Growth. VDM Verlag

Sharmak P., Barney, B. (2007). Blended Learning (MacMillan Books for Teachers). Macmillan Education.

Recommended Reading (arranged by weekly syllabus theme)

What is elearning/blended learning.

Carbonell, K. B., Dailey-Hebert, A., & Gijselaers, W. (2013). Unleashing the creative potential of faculty to create blended learning. Internet and Higher Education

Halverson, L. R., Graham, C. R., Spring, K. J., & Drysdale, J. S. (2010). An analysis of high impact scholarship and publication trends in blended learning. Distance Education, 33(3), 381-413

Group Behaviour Dynamics (traditional learning environments vs online learning environments).

Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42, 233–250.

Barseghian, T. (2011). Three trends that define the Future of Teaching and Learning. Retrieved from http://blogs.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teachingand-learning/

Matzat, U. (2013). Do blended learning communities enhance teachers’ professional development more than purely virtual ones? A large scale empirical comparison. Computers & Education, 60(1), 40-51

Media and methods selection for course materials and content.

Bonk, C. (2013). Video Primers in an Online Repository for e-Teaching & Learning . School of Education, Indiana University. Retrieved from http://www.indiana.edu/~icy/media/de_series.html

Vai, M., Sosulski., K. (2011). Essentials of Online Course Design: A Standards-Based Guide. Routledge

Martin, S. J. (2012). Final comparison study of teaching blended in-class courses vs. teaching distance education courses. Systems, Cybernetics and Informatics, 10, 40-46

Evaluating web based materials and resources for group based learning Vs individual learning needs.

Joanna Poon, 2012, “Use of blended learning to enhance the student learning experience and engagement in property education”, Property Management, Vol. 30 Issn: 2, pp.129 – 156 10.1108/02637471211213398, Emerald Publishing Limited.

López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56, 818-826

Lu, HP & Chiou, MJ, 2010, “The impact of individual differences on elearning system satisfaction: A contingency approach”. British Journal o Educational Technology, 41(2).

Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of selfefficacy, self-regulation, and the development of communities of inquiry in online and blended learning environments. Computers & Education, 55, 1721-1731

Yang, Y-F. (2012). Blended learning for college students with English reading difficulties. Computer Assisted Language Learning. 25, 393-406.

Evaluating CD Roms and Lesson Resource Information – integrating into lessons

Clark, R. C. & Mayer, R. E. (2011). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (3rd Edition). Jossey Bass

Moska, P., Dziuban, C., & Hartman, J. (in press, 2013). Blended learning: A dangerous idea? Internet and Higher Education, No. of pages 9.

Ocak, M. A. (2011). Why are faculty members not teaching blended courses? Insights from faculty members. Computers & Education, 56, 689–699.

Evaluating Web 2.0 in Education. Interacting with educational social networking sites–experiences as a user

Khine, M.S., Saleh, I. M. (2010). New Science of Learning: Cognition, Computers and Collaboration in Education. Springer

Solomon, G., & Schrum, L. (2010). Web 2.0: How-To for Educators. International Society for Technology in Education.

Valenza, J., & Berger, P. (2010). Choosing Web 2.0 Tools for Learning and Teaching in a Digital World. Libraries Unlimited

Smartboards

Schrum, L., M. & Levin, B. B. (2010). Leading 21st-Century Schools: Harnessing Technology for Engagement and Achievement.  Corwin Press

Taylor, J.A., Newton, D. (in press , 2012). Beyond blended learning: A case study of institutional change at Australian regional university. Internet and Higher Education, No. of Pages 7.

Owston, R., York, D., & Murtha, S. (in press, 2013). Student perceptions and achievement in a university blended learning strategic initiative. Internet and Higher Education, No. of Pages 9.

Laptops and Ipads

Donnelly, R. (2010). Harmonizing technology with interaction in blended problem based learning. Computers & Education, 59, 304-315

Staker, H. & Horn, M.B. (2012). Classifying K-12 Blended Learning. Innosight Institute. Retrieved from http://www.innosightinstitute.org/innosight/wpcontent/uploads/2012/05/Classifying-K-12-blended-learning2.pdf

Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C., & Schmid, R.F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81, 4-28.

Assessing and evaluating online and blended learning

Cavanagh, T. B. (2011). The blended learning toolkit: Improving student performance and retention. Educause Review, 34(4), http://www.educause.edu/ero/article/blended-learning-toolkit-improvingstudent-performance-and-retention

Graham, C. R., Woodfield, W., & Harrison, J. B. (in press, 2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education. No. of pages 11.

Kaplanis, D. (2013). 5 reasons why blended learning works. Retrieved from http http://blog.talentlms.com/5-reasons-why-blended-learning-works/ Quillen, I. (2013). The rise of blended learning. Smithsonian.com. Retrieved from http://www.smithsonianmag.com/ideas-innovations/The-Rise-of-Blended-Learning214602391.html

Karamizadeh et.al – 2012, “The Study of Effectiveness of Blended Learning Approach for Medical Training Courses” ISSN 1561-4395, Volume 14, Issue 1, Pages 41-44. Publication Iranian Red Crescent Medical Journal.

Wu, J-H., Tennyson, R. D., & Hsia, T.-L. (2010) A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55, 155-164.

Additional Reading

1. Albalooshi, F. (Ed) (2003). Virtual education. Cases in learning and teaching technologies. UK: IRM Press.

2. Andrews, R., & Haythornthwaite, C. (Eds.) (2007). The Sage Handbook of E-learning Research. UK: Sage.

3. Bates, A. (2005). Technology, E-learning and Distance Education (2nd Edition). Oxon, Routledge

4. Bates, A. & Poole, G. (2003). Effective teaching with technology in higher education, Foundations for Success. USA: Jossey Bass.

5. Bersin, J. (2004). The blended learning book. USA: John Wiley and Sons.

6. Brewer, T. (2004). WebQuests: The Secret to Guided Empowerment. Visions Technology

7. Burrows, T. (2008). Blogs, Wikis, MySpace, & More: Everything You Want To Know About Using Web 2.0 but Are Afraid to Ask. Chicago Press

8. Conole, G., & Oliver, M. (Eds). (2006). Contemporary Perspectives in E-learning Research (Open & Flexible Learning) (Open and Flexible Learning Series). UK: Routledge.

9. Crook, C. (1994) Computers and the Collaborative Experience of Learning. London: Routledge.

10. Daniels, H., & Edwards, A. (2004). The RoutledgeFalmer Reader in Psychology of Education. London: Routledge.

11. Davies, J., & Merchant, G. (2009). Web 2.0 for Schools: Learning and Social Participation (New Literacies and Digital Epistemologies). Peter Lang Publishing

12. Dornfest, A. (2003). Frontpage 2003 for Dummies (Second Edition). UK: John Wiley and Sons

13. Finger, G., Russell, G., Jamieson-Proctor, R. & Russell, N. (2007). Transforming learning with ICT. Making it happen. Malaysia: Pearson Education Australia.

14. Forsyth, I. (1998). Teaching and learning materials and the internet. London: Kogan Page.

15. Forsyth, I., Jolliffe, A. & Stevens, D (1999). Evaluating a course: practical strategies for teachers, lecturers and trainers (2nd Edition). London: Kogan Page.

16. Forsyth, I., Jolliffe, A. & Stevens, D (1999). Planning a course: practical strategies for teachers, lecturers and trainers (2nd Edition). London: Kogan Page.

17. Forsyth, I., Jolliffe, A. & Stevens, D (1999). Delivering a course: practical strategies for teachers, lecturers and trainers (2nd Edition). London: Kogan Page.

18. Hefzallah, I. M. (2004). The new educational technologies and learning. Empowering teachers to teach and students to learn in the information age (2nd Edition). USA: Charles C Thomas Publishers.

19. Green, T. D., & Brown, H. A. & Robinson, A. K. (2008). Making the Most of the Web in Your Classroom: A Teacher’s Guide to Blogs, Podcasts, Wikis, Pages, and Sites. Corwin Press

20. International Society for Technology in Education (2000). Connecting Curriculum and Technology. Publisher: International Society for Technology in Education.

21. Jacques, D. & Salmon, G. (2007). Learning in groups: A handbook for face to face and online environments (4th Edition). UK: Routledge.

22. Kidd, T. T., & Chen, I. (2009).  Wired for Learning: An Educators Guide to Web 2.0.  Information Age Publishing

23. Kist, W. R. (2009). The Socially Networked Classroom: Teaching in the New Media Age. Corwin Press

24. Laurillard, D. (2002). Rethinking university teaching: a conversational framework for the effective use of learning technologies (2nd Edition). London: RoutledgeFalmer.

25. Littlejohn, A. & Pegl, C. (2007). Preparing for Blended e-learning (Connecting with elearning). UK: Routledge.

26. Littleton, K. and Light, P. eds. (1999) Learning with Computers, analysing productive interaction. London: Routledge

27. Lockwood, F. & Gooley, A. (Eds) (2001). Innovation in Open and Distance Learning. London: Kogan Page.

28. Macdonald, J. (2006). Blended learning and online tutoring: a good practice guide. Hampshire: Gower Publishing.

29. McConnell, D. (2000) Implementing Computer Supported Cooperative Learning (2nd Edition) London: Kogan Page.

30. MacDonald, J. (2008). Blended Learning and Online Tutoring: Planning Learner Support and Activity Design. (2nd Edition). Gower Publishing

31. Pritchard, A. (2007). Effective Teaching with Internet Technologies: Pedagogy and Practice. Sage

32. Richardson, W. (2008). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms (2nd Edition). Corwin Press

33. Rothwell, W. J., Butler, M. N., Hunt, D. L., Li, J., Maldonado, C., Peters, K. & King Stern, D. J. (2006). The handbook of training technologies. An introductory guide to facilitating learning through technology-from planning through evaluation. USA: John Wiley and Sons.

34. Rudestam, K. E., Schoenholtz-Read, J., & Rudestam, K. (2009). Handbook of Online Learning (2nd Edition).  Sage Publishers. 

35. Salmon, G. (2004). E-moderating: The Key to Teaching and Learning Online. London: Taylor & Francis
36. Shank, P. (Ed.). (2007). The online learning idea book. 95 proven ways to enhance technology based and blended learning. USA: John Wiley and Sons.

37. Shelly, G. B., Cashman, T. J., Gunter, R. E. & Gunter, G. A. (2002). Integrating Technology in the Classroom (2nd Edition). USA:Thomson Learning.

38. Simpson O. (2002). Supporting Students in Online, Open and Distance Learning (2nd Edition). London: Kogan Page.

39. Solomon, G. (2007). Web 2.0: New Tools, New Schools. International Society for Technology in Education.

40. Somekh. B. & Davis. N. (Eds.) (1997). Using Information Technology effectively in Teaching and Learning; Studies in Pre-Service and In-Service Teacher Education. London: Routledge

41. Sonwalker, N. (2004). Changing the interface of education with revolutionary learning technologies. An effective guide for infusing technology enabled education for universities and corporations. USA:iUniverse.

42. Thombs, M. M., Gillis, M. M. & Canestrari, A. S. (2008). Using WebQuests in the Social Studies Classroom: A Culturally Responsive Approach. Corwin Press

43. Wood. D. (1998). How Children Think and Learn. Oxford: Blackwell

ICT Lesson Plans and Resources

1. Adams, A. & Brindley, S. (2007). Teaching secondary English with ICT. Great Britain: Open University Press.

2. Barton, R. (2004). Teaching secondary science with ICT. Great Britain: Open University Press.

3. Bennett, R. (2006). Learning ICT with English. Great Britain: David Fulton Publishers.

4. Bennett, R. (2006). Learning ICT with Maths. Great Britain: David Fulton Publishers.

5. Florian, L. & Hegarty, J. (2004). ICT and special educational needs. A tool for inclusion. Great Britain: Open University Press.

6. Fox, B., Montague-Smith, A. & Wilkes, S. (2000). Using ICT in primary mathematics. Practice and possibilities. Great Britain: David Fulton Publishers.

7. Hamill, A. (2006). Learning ICT in the Arts. Great Britain: David Fulton Publishers.

8. Hamill, A. (2006). Learning ICT with Science. Great Britain: David Fulton Publishers.

9. Johnston-Wilder, S. & Pimm, D. (Eds.) (2005). Teaching secondary mathematics with ICT. Great Britain: Open University Press.

10. Kennewell, S., Connell, A., Edwards, A., Hammond, M. & Wickens, C. (Eds.) (2007). A practical guide to teaching ICT in the secondary school. Great Britain: Routledge.

11. Singleton, L., Ross, I. & Flavell, L. (2004). Access to ICT. Curriculum planning and practical activities for pupils with learning difficulties. Great Britain: David Fulton Publishers.

12. Taylor, N. & Chackfield, J. (2005). ICT for learners with special needs. A handbook for tutors. Great Britain: David Fulton Publishers.

13. Warwick, P., Wilson, E. & Winterbottom, M. (Eds.) (2006). Teaching and learning primary science with ICT. Great Britain: Open University Press.

14. Woollard, J. (2011). Psychology for the Classroom: E-Learning. Routledge

Appropriate Academic Journals

Journals in Technology and Education (some recommendations):
American Journal of Distance Education
Journal of ALN
The Asynchronous Learning Networks Magazine
Australian Journal of Educational Technology
British Journal of Educational Technology
Canadian Journal of Educational Technology
Canadian Journal of Learning Technology
Computers and Education
Journal of Educational Computing Research
Cyberpsychology and Behaviour
Computers in Human Behaviour
Computers in Libraries
Contemporary Issues in Technology and Teacher Education
Currents in Electronic Literacy
Education and Information Technologies
Educational Media International
Educational Technology Magazine
Educational Technology Research and Development
Educational Technology Review
EDUCAUSE Quarterly
EDUCAUSE Review
Electronic Journal for the Integration of Technology in Education
Human Computer Interaction
The Information Society: An international journal
Information Technology in Childhood Education Annual
Information Technology and Disability
Information Technology, Education and Society
Innovations in Education and Teaching International
Instructional Science
Interactive Multimedia Electronic Journal of Computer Enhanced Learning
International Journal of AI in Education
International Journal of Technology and Design Education
International Journal of Educational Technology
International Journal of Instructional Media
International Journal of e-learning
International Review of Research in Open and Distance Education
Internet and Higher Education
The Internet TESL Journal
ALN Magazine
Journal of Computer Assisted Learning
Journal of Computer Based Instruction
Interpersonal Computing and Technology Journal
Journal of Computing in Teacher Education
IT Journal Online
Journal of Computing in Higher Education
Journal of Computing Research
Journal of Distance Education
Journal of Educational Computing Research
Journal of Educational Media
Journal of Educational Multimedia and Hypermedia
Journal of Educational Technology Systems
Journal of IT Education
Journal of Information Technology for Teacher Education
Journal of Interactive Learning Research
Journal of Interactive Media in Education
Journal of Research on Computing in Education
Journal of Science and Educational Technology
Journal of Special Education Technology
Journal of Technology and Teacher Education
Journal of Technology Education
Journal of Technology Studies
Learning and Leading with Technology
Learning Environments Research
Learning with Technology
Learning Technology
Mathematics and Computer Education
Media and Methods
Multimedia Schools
New Review of Hypermedia and Multimedia
Online Chronicle of Distance Education and Communication
Open Learning: The Journal of Open and Distance Learning
The Quarterly Review of Distance Education
T. H. E. Journal
Teaching English with Technology: A Journal for Teachers of English
Technology and Children
Technology, Pedagogy and Education
Technos
TechTrends
THEN: Technology, Humanities, Education and Narrative
WebNet Journal