The Association for Learning Technology (ALT) is a UK-based professional and scholarly association for those with an interest in the use of learning technology. ALT's aims are: representing, supporting, and providing services for our members; facilitating collaboration between practitioners, researchers, and policy makers; spreading good practice in the use of learning technology; raising the profile of research in learning technology; supporting the professionalisation of learning technologists; and contributing to the development of policy. The ALT Journal exists to support these aims.

Typical subjects for submission include:

• theoretical debate on and analysis of the relationship between learning, teaching, design and technology
• evaluative studies of technology use in the teaching and learning process
• studies of the impact of technologies on roles within the educational context
• assessment of the potential of technological advances in education
• analyses of policy and strategy at institutional, national and international levels
• survey papers (which must be timely, up to date and well structured)

The Association is determined to establish the area of learning technology as a discipline in its own right; any submission whose quality and distinctiveness support this ambition will be considered, even if the focus lies slightly outside the boundaries implied in the list above.

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 Learning Technology make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and the Association for Learning Technology 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 Learning Technology.