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International Journal of Information and Communication Technology Education (IJICTE)

Published Quarterly. Est. 2005.
ISSN: 1550-1876|EISSN: 1550-1337|DOI: 10.4018/IJICTE|
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MLA

Tomei, Lawrence A. "International Journal of Information and Communication Technology Education (IJICTE)." (2005). Web. 26 May. 2015. doi:10.4018/IJICTE

APA

Tomei, L. A. (2005). International Journal of Information and Communication Technology Education (IJICTE). doi:10.4018/IJICTE

Chicago

Tomei, Lawrence A. "International Journal of Information and Communication Technology Education (IJICTE)," (2005), accessed (May 26, 2015), doi:10.4018/IJICTE

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Description

Ask any teacher at any level of education – technology engages learners and animates their imagination. Technology stimulates minds in ways that make a profound and lasting difference. Indeed, technology, for many, is the most important new teaching strategy and learning style introduced in the past 50 years. Yet, the discipline is woefully lax in quantifiable and qualitative validation of successful learning outcomes. Learners with basic skills in reading, writing, and arithmetic master those skills better and faster with technology; yet the research is not there to defend how much better or how much faster these skills are acquired. Technology offers educators a way to adapt instruction to the needs of more diverse learners; still, such successes are not generalized across populations or content areas. Learners use technology to acquire and organize information evidence to obtain a higher level of comprehension; but we are not sure why. The purpose of the International Journal of Information and Communication Technology Education (IJICTE) is to grow this body of research, propose new applications of technology for teaching and learning, and document those practices that contribute irrefutable verification of information technology education as a discipline.

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Journal Contents

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Volume 11: 4 Issues (2015): Forthcoming, Available for Pre-Order
Volume 11: 3 Issues (2015)
Volume 10: 4 Issues (2014): Forthcoming, Available for Pre-Order
Volume 10: 4 Issues (2014)
Volume 9: 4 Issues (2013): Forthcoming, Available for Pre-Order
Volume 9: 4 Issues (2013)
Volume 8: 4 Issues (2012): Forthcoming, Available for Pre-Order
Volume 8: 4 Issues (2012)
Volume 7: 4 Issues (2011): Forthcoming, Available for Pre-Order
Volume 7: 4 Issues (2011)
Volume 6: 4 Issues (2010): Forthcoming, Available for Pre-Order
Volume 6: 4 Issues (2010)
Volume 5: 4 Issues (2009): Forthcoming, Available for Pre-Order
Volume 5: 4 Issues (2009)
Volume 4: 4 Issues (2008): Forthcoming, Available for Pre-Order
Volume 4: 4 Issues (2008)
Volume 3: 4 Issues (2007): Forthcoming, Available for Pre-Order
Volume 3: 4 Issues (2007)
Volume 2: 4 Issues (2006): Forthcoming, Available for Pre-Order
Volume 2: 4 Issues (2006)
Volume 1: 4 Issues (2005): Forthcoming, Available for Pre-Order
Volume 1: 4 Issues (2005)
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Mission

The mission of the International Journal of Information and Communication Technology Education (IJICTE) is to serve as a medium for introducing, collaborating, analyzing, synthesizing, and evaluating innovative contributions to the theory, practice, and research of technology education applicable to K-12 education, higher education, and corporate and proprietary education. IJICTE publishes articles promoting the advancement of teaching with technology at all levels of education encompassing all domains of learning.
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Reviews and Testimonials

The IJICTE will open horizons for technology educators giving them a broader perspective of how technology serves the needs of an expanding and increasingly diverse customer base. In addition, IJICTE will focus the awareness of technology educators on the commonalities shared among the various disciplines that claim technology as a content area to be mastered and as tools for teaching and learning to be implemented.

– Lawrence Tomei, Robert Morris University, USA

With an increasing body of research indicating that the learning outcomes of distance education are similar to those of classroom-based courses it is crucial to understand how Information and Communications Technologies can be better used to enhance education on both fronts. This new journal offers a well-timed opportunity to discuss, explore, evaluate and understand developments in this critical field.

– Jairo Gutierrez, The University of Auckland, New Zealand

As we strive to integrate technology into various learning environments, it is important to be knowledgeable about the changing domains of technology. We need to know more about how we can communicate and collaborate with our global partners. The International Journal of Information and Communication Technology Education is a valuable resource to help us learn more about our world-wide technology and communication capabilities and how we can infuse them into novel approaches to teach and to learn.

– Lawrence Tomei, Robert Morris University, USA

The International Journal of Information and Communication Technoloy Education is the only journal addressing the issues of the rational and productive use of technology in education at all levels. Each issue is a multidisciplinary window on how technology can be used in an increasingly learning-centered world.

– William Grosky, University of Michigan-Dearborn, USA

Nowadays technological tools have an outstanding influence on information and communication areas, representing a key factor for the survival and development of all kinds of today's organizations. Hence, one must consider that a goal of any organization is to be updated in such fields through reliable sources contributed to and reviewed by leading researchers and practitioners. The International Journal of Information and Communication Technology Education is an important means to obtain such goal.

– Javier Diaz-Carmona, Technological Institute of Celaya, Mexico
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Indices

Bacon's Media Directory
Burrelle's Media Directory
Compendex (Elsevier Engineering Index)
CSA Illumina
DEST Register of Refereed Journals
Gale Directory of Publications & Broadcast Media
GetCited
Library & Information Science Abstracts (LISA)
Norwegian Social Science Data Services (NSD)
The Index of Information Systems Journals
The Standard Periodical Directory
Ulrich's Periodicals Directory
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Topics Covered

  • Acceptable use policies and fair use laws
  • Administrative applications of information technology education
  • Assessment of curricular objectives, administrative applications, and corporate objectives
  • Corporate information technology training
  • Data-driven decision making and strategic technology planning
  • Educational/ training software evaluation
  • Effective planning, marketing, management and leadership of technology education
  • Holistic approach to instructional design theories
  • Impact of multicultural differences on technology
  • Impact of technology in society and related equity issues
  • Impact of technology on education-related issues such as copyright laws, censorship, and fair use
  • Impact of technology on student achievement
  • Pedagogy and androgogy of teaching with technology
  • Related issues that impact the research, position, and practice of information technology education on schools, corporate entities, and society
  • School improvement and reform
  • Standards-based technology education programs
  • Technology as a teaching (teacher/instructor) strategy and learning (student) style
  • Technology as a teaching strategy and learning style
  • Technology planning, marketing, and management
  • Technology tools for education and training environments
  • Technology training tools and instructional materials
  • Theories and models of instructional systems design
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Editor(s)-in-Chief Biography

Lawrence A. Tomei is Associate Provost for Academic Affairs and a professor in education at Robert Morris University. Born in Akron, Ohio, he earned a BSBA from the University of Akron (1972) and entered the US Air Force, serving until his retirement as a Lieutenant Colonel in 1994. Dr. Tomei completed his MPA and MEd at the University of Oklahoma (1975, 1978) and EdD from USC (1983). His articles and books on instructional technology include: Professional Portfolios for Teachers (1999), Teaching Digitally: Integrating Technology Into the Classroom (2001), Technology Facade (2002), Challenges of Teaching with Technology Across the Curriculum (2003), and Taxonomy for the Technology Domain (2005).
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Editorial Board

Associate Editors
Blessing Foluso Adeoye, University of Lagos, United States
Tridib Bandyopadhyay, Kennesaw State University, United States
Tonya Barrier, Missouri State University, United States
David Carbonara, Duquesne University, United States
Babita Gupta, California State Univ, Monterey Bay, United States
Jeffrey Hsu, Fairleigh Dickinson University, United States
Kim Hyatt, Duquesne University, United States
Jared Keengwe, University of North Dakota, United States
Benjamin Khoo, New York Institute of Technology, United States
Tim Klaus, Texas A & M University - Corpus Christi, United States
V. P. Kochikar, Infosys Technologies Ltd., United States
Paul Lajbcygier, Monash University - Clayton Campus, Australia
Shu Lin, University of Hawaii, United States
Tanya McGill, Murdoch University, Australia
Istvan Mezgar, Hungarian Academy of Sciences, Hungary
Jaideep Motwani, Grand Valley State University, United States
Solomon Negash, Kennesaw State University, United States
Dick Ng'ambi, Univeristy of Cape Town, South Africa
Ami Peiris, University of Auckland Business School, New Zealand
Lalita Rajasingham, Victoria University of Wellington, New Zealand
Manjit Sidhu, Universiti Tenaga Nasional (UNITEN), Malaysia
Robert Stone, University of Idaho, United States
Timothy Teo, University of Macau, Macao
J. Barrie Thompson, University of Sunderland, United Kingdom
Teresa Torres, Rovira i Virgili University, Spain
Teresa Torres-Coronas, Universitat Rovira I Virgili, Spain
Editorial Review Board
Roger Austin, University of Ulster, Northern Ireland, United Kingdom
Grigorios Beligiannis, University of Western Greece, Greece
Joseph Blankson, Ohio Northern University, United States
Silvia Braidic, California University of Pennsylvania, United States
Hassan Chehime, United Arab Emirates University, United Arab Emirates
Michele Cole, Robert Morris University, United States
Maria Manuela Cruz-Cunha, Polytechnic Institute of Cávado and Ave, Portugal
Bradford Eden, Valparaiso University, United States
Richard Fuller, Robert Morris University, United States
Susan Gebhard, Salem College, United States
William Grosky, University of Michigan - Dearborn, United States
Evelyn Gullett, Universitas 21 Global, Germany
Taralynn Hartsell, The University of Southern Mississippi, United States
Nahed Kandeel, Mansoura University, Egypt
Dale Kirby, Memorial University of Newfoundland, Canada
Vitaly Klyuev, University of Aziu, Japan
Lydia Kyei-Blankson, Illinois State University, United States
Xiaobin Li, Brock University, Canada
Mara Linaberger, Duquesne University, United States
Lynda Louis, Dillard University, United States
Efrem Mallach, University of Massachusetts Dartmouth, United States
Kashif Nisar, University Utara Malaysia, Malaysia
Dr. Nwachukwu Prince Ololube, Ignatius Ajuru University of Education, Nigeria
Julie Ray, Robert Morris University, United States
Sangita Roy, Narula Institute of Technology, India
Donna Russell, University of Missouri at Columbia, United States
Nurul Sarkar, Auckland University of Technology, New Zealand
Anil Sharma, United Arab Emirates University, United Arab Emirates
Kaye Shelton, Dallas Baptist University, United States
Shuyan Wang, University of Southern Mississippi, United States
Dazhi Yang, Boise State University, United States
Cindy York, Northern Illinois University, United States
Michal Zemlicka, Charles University, Czech Republic
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