About

Conference announcements: 

e-Skills 2014 Conference for Knowledge Production and Innovation, Cape Town, South Africa, Nov. 17-21, 2014 (submissions through May 1)

Informing Science and Information Technology Education Conferences, Wollongong, NSW, Australia, June 30 - July 4 2014 

The Journal of Information Technology Education: Innovations in Practice (JITE: Innovations or JITE: IIP) is an academically peer refereed journal publishing the best innovative practices on using information technology in education and the teaching of information technology. The focus is on innovations that have been systematically tested in practice and are based on pedagogical principles. We look to publish new ideas and innovations early, consequently the evidential support needed for the findings or recommendations would not necessarily be that normally expected for rigorous, fully mature research. For example, a critical review of the literature and some level of measurement might suffice to make the argument. Such projects could include for example, pilot studies, exploratory research or a case study of a single class.

JITE: IIP has resonance for a wider audience than most scholarly journals as we seek to include educational practitioners, such as teachers and professional developers, in the debate on innovative practices. Researchers looking for new and cutting edge innovations that require further and more rigorous testing are also amongst our audience.

All manuscripts are submitted and reviewed electronically.  Feedback to authors is rapid and collegial.  Our published authors have the advantage of both a quality print publication and the widespread readership that comes from publishing all articles online within a few weeks of acceptance.  This approach ensures that JITE: Innovations articles are read and cited by the largest possible potential audience.

Mission

The mission of the Journal of Information Technology Education: Innovations is to give our readers early notification of new and exciting developments in the use of information technology in educational practice. We achieve this by:

  1. Publishing innovative, cutting edge practices early, often before generalizable studies become available.
  2. Exposing the reader to a diverse range of mindsets, emerging views and unique tactics.
  3. Giving useful, timely feedback on submissions through a rigorous review process that is one of collegial mentoring.
  4. Being a flagship for new and emerging innovations in educational information technology.
  5. Acknowledging and embracing the diversity of teaching and learning models in use around the world

 We have placed a copy of the Informing Science Institute Policy on Professional Ethics here.

Message from the Editor in Chief

The Journal of Information Technology Education: Innovations in Practice is a broad based forum for sharing emerging ideas and innovations on the use of information technology in education.  We provide a supportive, collegial environment from which authors will receive helpful feedback for presenting and advancing their ideas.

We publish manuscripts both on the teaching and learning of IT subjects and on the use of IT for education in all subject areas and levels.  We are particularly interested in disseminating quality early stage research on topics such as, but not limited to, the use of technology in the classroom, online learning, teaching of IT subject matter, and applying IT to the teaching of any subject. 

We provide authors with both rapid turnaround and collegial mentoring.  With more than 20 editors from 17 countries on 5 continents and over 300 reviewers from around the globe, we are truly an international journal. 

All of our editors have been promoted from our International Board of Reviewers.  If you are willing to turn around reviews quickly and wish to join our International Board of Reviewers, go to http://jiteiip.org/reviewers. We welcome all who have published multiple journal articles to consider joining the JITE family forums.

 

Lynn Jeffrey
Online ISSN: 2165-316X   Print ISSN: 2165-3151