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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) welcome s innovative research about how technologies are being used to enhance learning, instruction, and performance specific to 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 the culture or region or by individuals or groups in the culture or region. Theoretical perspectives can be broadly based and inclusive of research, such as critical race theory, cultural-historical activity theory, and cultural models. Papers published in this section include quantitative, qualitative, and mixed-methods articles and reviews drawing on relevant theories, empirical evidence, and critical analyses of the findings, implications, and conclusions within a cultural context.Educational Technology Research and Development publishes special issues on timely topics of interest to the community, in addition to regular papers.?

《教育技術研究與發(fā)展》是該領域唯一一本完全專注于教育技術研究與發(fā)展的學術期刊。研究部分將審閱稿件的優(yōu)先級最高，這些稿件應為嚴謹?shù)脑瓌?chuàng)定量、定性或混合方法研究，研究主題涉及教育環(huán)境中的技術應用或教學設計。這些背景包括 K-12、高等教育和成人學習（例如，在企業(yè)培訓環(huán)境中）。還發(fā)表評估與教育技術研究相關的重要研究問題的分析論文和對類似主題的文獻評論。本部分刊登了關于研究實踐方面以及教育實踐中的應用理論的詳盡文章，并提供了教學技術領域的最新研究信息的綜合來源。發(fā)展部分發(fā)表有關各種教學技術和學習環(huán)境的規(guī)劃、實施、評估和管理的研究。歡迎基于經(jīng)驗的形成性評估和基于理論的教學設計研究論文，以及報告將技術應用于教學發(fā)展的創(chuàng)新方法的結果的論文。發(fā)展部分的論文可能涉及多種研究方法，應側重于教學發(fā)展過程的一個或多個方面；在相關且可能的情況下，論文應討論教學設計決策的影響，并提供將結果與這些決策聯(lián)系起來的證據(jù)。文化和區(qū)域視角部分（以前稱為國際評論）歡迎有關如何使用技術來增強特定文化或地區(qū)的學習、教學和表現(xiàn)的創(chuàng)新研究。提交給本部分的教育技術研究應置于文化背景中，批判性地審視文化或地區(qū)或文化或地區(qū)中的個人或團體普遍存在的問題和意識形態(tài)。理論觀點可以廣泛地涵蓋研究，例如批判種族理論、文化歷史活動理論和文化模型。本部分發(fā)表的論文包括定量、定性和混合方法的文章和評論，借鑒相關理論、實證證據(jù)以及在文化背景下對研究結果、含義和結論的批判性分析。教育技術研究與發(fā)展除了定期論文外，還出版有關社區(qū)感興趣的及時主題的特刊。

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