Technology Pedagogy and Education Template
Write in a clean editor, then format for Technology Pedagogy and Education in one click — DocuGuru applies the official Taylor & Francis template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
About the Technology Pedagogy and Education format
Technology Pedagogy and Education is a peer-reviewed journal published by Taylor & Francis, covering Online and Blended Learning, Innovative Teaching and Learning Methods, Education and Technology Integration.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Technology Pedagogy and Education 12 (3): 45–58.
Formats any DOI in Technology Pedagogy and Education style. No sign-up. |
| Publishes research in | Online and Blended Learning Innovative Teaching and Learning Methods Education and Technology Integration Gender and Technology in Education Child Development and Digital Technology |
| ISSN | 1475-939X |
| Citation impact (2-yr) | 3.24 |
| h-index | 76 |
| i10-index | 509 |
| Total citations | 23,936 |
| Top institutions publishing here | University of Cambridge |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in Technology Pedagogy and Education per year
Citation impact of Technology Pedagogy and Education by publication year
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Most-cited papers in Technology Pedagogy and Education
Abstract This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In the light of this framework we discuss empirical evidence of…
This article provides the first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K–12 educational environments. The review explores the peer-reviewed scholarly studies conducted between 2006 and May 2017, which involved the use of virtual reality (VR), augmented reality (AR) or mixed reality (MR) technologies…
The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range…
The Covid-19 pandemic resulted in New Zealand schools closing and teaching occurring through digital media. This article reports research which applied Kearney et al.'s framework as a lens to examine student experience of digital learning at home during Covid-19. This framework provides three characteristics that influence learners' experience when using digital devices for learning: personalisation,…