Aims and Scope
The Journal of Technology Integrated Lessons and Teaching (JTILT) features original, previously implemented, technology-rich learning representations from all stages and subject areas of PK-16+ education (e.g., early childhood, elementary, secondary, preservice, induction, inservice professional development, train-the-trainer). Learning representations include single and multi-day lessons and plans, activities, micro-credentials, badges, and professional development. Resources come from formal, informal, online, face-to-face, hybrid, and international instruction.
Learning representations include technology-rich experiences from the following categories:
- Technology knowledge: Teachers or students learn specific hardware or software applications for their own sake (e.g., computer-aided design tutorials, HTML5 lessons)
- Advancements in teaching: Teachers use technology to improve their teaching, training, or administrator expertise (e.g., portfolio practices for longitudinal goal attainment, copyright training to promote lawful online dissemination)
- Content knowledge: Students use technology to develop content-specific skills (e.g., information literacy through web instruction, computational thinking with block coding, data collection and analysis with environmental probes)
- Learner assessment: Teachers leverage technology to facilitate or personalize assessments (e.g., instructional differentiation, mastery learning, data analytics)
- Innovative learning approaches: Students use technology to establish or manage innovate experiences (e.g., guided inquiry, increased access to learning materials and knowledge expression, augmented reality)
Learning representations are described in sufficient detail so that others can implement them as submitted or adapt them to meet individual settings and circumstances. Submissions provide comprehensive and comprehensible learning representations and support materials (e.g., presentations, worksheets, video and screen capture, assessment criteria, work samples) for PK-16+ educators.
Unlike many lesson repositories, this journal distributes learning representations and materials under a Creative Commons, Attribution-NonCommercial-ShareAlike license (unless otherwise noted). It also contextualizes learning representations by describing their intended:
- Setting (e.g., urban, rural, public, private, for-profit, non-profit, formal, informal)
- Modality (e.g., online, hybrid, face-to-face)
- Course structure (e.g., class session length, audience size, room setup, space description and sharing requirements)
- Organizational norms, (e.g., goals, access to relevant resources, community support)
- Learner characteristics (e.g., demographics, prior knowledge, attitudes toward topic/instruction, differentiation needs)
- Instructor/facilitator characteristics (e.g., teaching norms, technical familiarity, content and pedagogical knowledge)
- Rationale for development (e.g., instructional need/gap being addressed, desired outcomes, learning objectives/goals, sequence within larger learning goals/context)
Lastly, all learning representations include a critical reflection regarding implementation(s), ability to meet intended goals, lessons learned, and use suggestions.
JTILT does not consider unimplemented procedures or ideas. Nor does it consider product, program, or organization promotions disguised as learning episodes.
The journal is practitioner-oriented, dedicated to sharing technology-rich instructional resources. It does not publish empirical research studies where a series of research questions are addressed through the collection, analysis, and interpretation of qualitative or quantitative data. Although learning representations are implemented prior to JTILT submission and narratives include detailed reflection regarding implementation, data collection and analysis is beyond the scope of the journal. JTILT editors encourage authors to submit empirical research to TechTrends, The Journal of Applied Instructional Design, Educational Technology Research and Development, or other publication venues.
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