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International Journal of Information and Communication Technology Education (IJICTE)

Published Quarterly. Est. 2005.
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ISSN: 1550-1876|EISSN: 1550-1337|DOI: 10.4018/IJICTE|
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Tomei, Lawrence A. "International Journal of Information and Communication Technology Education (IJICTE)." (2005). Web. 28 Nov. 2014. doi:10.4018/IJICTE


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


Tomei, Lawrence A. "International Journal of Information and Communication Technology Education (IJICTE)," (2005), accessed (November 28, 2014), doi:10.4018/IJICTE

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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.


Journal Contents

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Volume 10: 3 Issues (2014)
Volume 9: 4 Issues (2013)
Volume 8: 4 Issues (2012)
Volume 7: 4 Issues (2011)
Volume 6: 4 Issues (2010)
Volume 5: 4 Issues (2009)
Volume 4: 4 Issues (2008)
Volume 3: 4 Issues (2007)
Volume 2: 4 Issues (2006)
Volume 1: 4 Issues (2005)
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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.

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 and 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 udated 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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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

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).

Editorial Board

Associate Editors
Blessing Adeoye, University of Lagos, Nigeria
Tridib Bandyopadhyay, Kennesaw State University, USA
Tonya Barrier, Missouri State University, USA
David Carbonara, Duquesne University, USA
Babita Gupta, California State University Monterey Bay, USA
Jeffrey Hsu, Fairleigh Dickinson University, USA
Kim Hyatt, Carnegie Mellon University, USA
Jared Sagini Keengwe, University of North Dakota, USA
Benjamin Kok Khoo, New York Institute of Technology, USA
Timothy Klaus, Texas A&M University - Corpus Christi, USA
V. P. Kochikar, Infosys Technologies Ltd., India
Paul Lajbcygier, Monash University, Australia
Shu Hwa Lin, University of Hawaii, USA
Tanya McGill, Murdoch University, Australia
Istvan Mezgar, Hungarian Academy of Sciences, Hungary
Jaideep Motwani, Grand Valley State University, USA
Solomon Negash, Kennesaw State University, USA
Dick Ngambi, University of Cape Town, South Africa
Ami Peiris, University of Auckland Business School, New Zealand
Lalita Rajasingham, Victoria University of Wellington, New Zealand
Manjit Singh Sidhu, University Tenaga Nasional, Malaysia
Robert Stone, University of Idaho, USA
Kenneth David Strang, SUNY Plattsburgh, USA
Timothy Teo, University of Macau, Macau
Barrie Thompson, University of Sunderland, UK
Teresa Torres-Coronas, Universitat Rovira Virgili, Spain
Kewen Zhao, University of Qiongzhou, P.R. China

International Editorial Review Board
Roger Austin, University of Ulster, UK
Grigorios Beligiannis, University of Western Greece, Greece
Jospeh Blankson, Ohio Northern University, USA
Silvia Braidic, California University of Pennsylvania, USA
Hussein Nehme Chehime, United Arab Emirates University, UAE
Michelle Cole, Robert Morris University, USA
Maria Manuela Cunha, Instituto Politecnico do Cavado e do Ave, Portugal
Brad Eden, Valparaiso University, USA
Richard Fuller, Robert Morris University, USA
Susan Gebhard, Salem College, USA
William Grosky, Wayne State University, USA
Evelyn Gullett, Webster University, USA
Taralynn Hartsell, University of Southern Mississippi, USA
Krista Jamerson, Northwest Bancshares Inc., USA
Nahed Kandeel, Tabuk University, Saudi Arabia
Dale Kirby, Memorial University of Newfoundland, Canada
Vitaly Klyuev, University of Aizu, Japan
Lydia Kyei-Blankson, Illinois State University, USA
Xiaobin Li, Brock University, Canada
Mara Linaberger, Duquesne University, USA
Lynda R. Louis, Dillard University, USA
Efrem G. Mallach, University of Massachusetts Boston, USA
Kashif Nisar, University Utara Malaysia, Malaysia
Prince N. Ololube, University of Education, Nigeria
Miroslav Ölvecký, University of Ss. Cyril and Methodius, Slovakia
Julie A. Ray-Wolf, Point Park University, USA
Sangita Roy, I.E.T.E. Kolkata Centre, India
Donna L. Russell, University of Missouri, USA
Assim Sagahyroon, American University of Sharjah, UAE
Nurul Sarkar, Auckland University of Technology, New Zealand
Anil Sharma, United Arab Emirates University, UAE
Kaye Shelton, Dallas Baptist University, USA
Shuyan Wang, University of Southern Mississippi, USA
Dazhi Yang, Boise State University, USA
Cindy York, Northern Illinois University, USA
Michal Zemlicka, Charles University, Czech Republic
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