Technology, Pedagogy and Education seeks to serve the international education community by supporting educators in the integration of information and communications technology in teaching and learning. It focuses on research evidence and critical analysis on all aspects of ICT and its relation to teacher education and professional development in all phases of education.

The journal aims to promote the advance of research and scholarship in its field; to provide a vehicle for the exchange and dissemination of reports of good practice and research; to offer a forum for the debate of major issues; to create an international arena for discussion of the role of ICT in education and professional development; and to develop greater awareness, understanding and cooperation between educators.

Contributions are published in the form of original theoretical works, research reports, literature reviews, software and book reviews, conference reports, and announcements about the development of theory and practice in educational professional development. All contributions are scrutinised by at least two international referees.

The journal especially seeks to publish articles concerned with:

• ICT practice and innovation in education – schools, teacher education, higher education and informal settings;
• the theory and practice of ICT in education;
• evaluation of the impact of ICT on teaching and learning;
• cultural aspects of ICT in education;
• student teachers working with ICT in formal and informal settings;
• studies of pupils working with ICT;
• links between schools, training institutions and the wider community.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis and the Association for Information Technology in Teacher Education (ITTE) makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and the Association for Information Technology in Teacher Education (ITTE) and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and the Association for Information Technology in Teacher Education (ITTE).