Publications

As a benefit of AECT membership, you'll get access to our AECT publications. Non-members can purchase directly from our publishing partner. AECT also offers a library of journals, books, and videos related to the technology and communications field.

AECT Journals

TechTrends: Linking Research and Practice

A publication of the Association for Educational Communications & Technology

ISSN: 8756-3894 (print version)
ISSN: 1559-7075 (electronic version)
Journal no. 11528
Springer US

About TechTrends

TechTrends is a leading publication for professionals in the educational communication and technology field. As such its major purposes are: to provide a vehicle for the exchange of information among professional practitioners concerning the management of media and programs, the application of educational technology principles and techniques to instructional programs, corporate and military training, and any other kinds of information that can contribute to the advancement of knowledge of practice in the field.

Educational Technology Research and Development

A bi-monthly publication of the Association for Educational Communications & Technology

Editor-in-Chief: Tristan E. Johnson and Lin Lin Lipsmeyer

ISSN: 1042-1629 (print version)
ISSN: 1556-6501(electronic version)
Journal no. 11423
Springer US

Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology.

The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. This section features well-documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology.

The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically based formative evaluations and theoretically based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one aspect of the instructional development process or more; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions.

The Cultural and Regional Perspectives Section (formerly International Review) publishes innovative research about how technologies are used to enhance learning and instruction in a culture or region. Educational technology studies submitted to this section should be situated in cultural contexts that critically examine issues and ideologies prevalent in a culture or region or by individuals or groups in a culture or region. Theoretical perspectives can be broadly based and inclusive of research such as: cultural models, technology frameworks, critical theory, and cultural studies. Papers published in this section include quantitative, qualitative, mixed-methods and reviews with a cultural focus.

Journal of Formative Design in Learning

A Publication of the Association for Educational Communications & Technology

Editor-in-Chief: Michele Garabedian Stork, Florida Gulf Coast University, Fort Myers, Florida, USA

ISSN: 2509-8039 (electronic version)
Journal no. 41686
Springer US

The Journal of Formative Design in Learning is a peer-reviewed academic journal published bi-annually and sponsored by the Association of Educational Communication & Technology (AECT). JFDL is focused on the exploration and implementation of formative design in teaching and learning, which we define as the deliberate and iterative process of creating educational experiences that are continuously shaped and improved by feedback and evidence gathered during the design and implementation stages. This approach emphasizes the importance of adjusting strategies and materials based on ongoing assessment of learner progress and interaction with content.

Our aim is to provide a platform for sharing research-supported practices that highlight the role of formative design in improving teaching and learning outcomes in diverse contexts. We welcome submissions from a wide range of empirical research, including but not limited to evaluation studies, action research, case studies, and reflective practice, that contribute to the continuous improvement of instructional strategies and design methodologies.

JFDL promotes the integration of theoretical insights and practical applications, underlining formative design as a responsive, evolving practice, developed through reflective analysis and the application of research to practice. Our scope is deliberately broad to encompass contributions from both seasoned researchers and practitioners as well as from those early in their careers, such as junior faculty and emerging scholars.

Reading JFDL provides insights into the dynamic nature of educational development and offers evidence-based strategies for effective teaching and learning. Authors considering a submission to JFDL should align their work with the core tenet of formative design: that educational development is a responsive and evolving practice, crafted through reflective analysis and the application of research to practice.

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