As you read the initial edition of the Electronic Journal for the Integration of Technology in Education, one question may come to mind: Why another journal?

The answer to that question comes in several parts, each of which is found in the name selected for this new journal.

Since this is an "Electronic Journal," we are unfettered by the limitations of printed journals. Those limitations include publishing time, printing and mailing costs, and space limitations. We hope to use the electronic format to overcome each of these limitations. We intend to maintain a semi-annual publishing schedule for the EJITE. Since there are no delays related to preparing actual paper copies of this journal, the proposed publication schedule will allow ample time for the peer review and editing process. It is therefore expected that the articles found in this journal will be of high quality and current.

Another factor in the development of the EJITE is the absence of costs associated with creating and distributing paper copies of the journal. The electronic format and distribution via the Internet allow the EJITE to be distributed free of charge to any interested readers.

The electronic journal format allows us to publish this journal without concern as to the number or length of articles. If peer reviewers determine that a submission is in need of revision, that article can slide to the next edition if necessary. If a high number of quality submissions are received during one publication cycle, the flexible electronic format allows for the publication of any number of articles of any length. In other words, no more editing due to space considerations or having an article's findings become obsolete while waiting in line for publication.

Current, flexible, and free explain the "Electronic Journal" portion of the title. But what about "Integration of Technology in Education?"

At one time, computer programming was the primary us for school computers. Perhaps one section of programming was offered in a high school setting. The class was taught by several technology savvy instructors who often considered the programming language to be subject matter of their course. As computers became more widespread, the computer literacy movement gained momentum. Once again, the course was taught in a lab setting with the operation of computers as the appropriate content for the course. At about the same time, vocational educators realized that personal computers all used keyboards as their primary method of data entry. Thus, a need for typists with computer keyboarding skills was recognized. To meet this need, business education classrooms often became computer labs and once again, the operation of computers was the content of many of the courses.

In contrast, current use of computers has moved out of labs and into classrooms. The technology is now expected to support and improve the learning of the curriculum rather than being the curriculum. Students make use of word processors, presentation programs, and multimedia to demonstrate their knowledge of subject matter. Teachers are making use of databases and data evaluation software to teach content and thinking skills. In short, technology is being integrated into education.

The use of technology in classrooms opens many questions for research. What uses of technology are the most effective? When is it appropriate to use technology in a classroom? Are there times when technology should not be used? How can a single computer be used effectively? What are the best ways of using a small group set of computers? What software is most effective for my topic? The list goes on and on.

Those questions are the reasons for the Electronic Journal for the Integration of Technology in Education. The EJITE will publish as many answers as we can.

David Coffland
Associate Editor

[ Copyright © 2001 College of Education, Idaho State University | ISBN 0-9718446-0-7 ]

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