Contemporary Issues in Technology and Teacher Education (CITE) is a publication of the Society for Information Technology and Teacher Education (SITE), established as an electronic counterpart of the Journal of Technology and Teacher Education. Funded by a US Department of Education Preparing Tomorrow's Teachers to Use Technology (PT3) catalyst grant, CITE makes possible the inclusion of sound, animated images, and simulation, as well as allowing for ongoing, immediate dialog about theoretical issues.
CITE will include three major categories of articles:
Articles in this category are more conceptual and theoretical in nature – related either to general technology use or discipline-specific technology use. They may also address significant policy and practice issues. Articles may address any area of technology and teacher education. Both preservice and inservice articles are welcome. A wide range of formats and approaches to scholarship are accepted, including qualitative research, quantitative studies, conceptual and theoretical pieces, case studies, and professional practice papers. Readers may submit responses to Current Issues papers. Responses will be peer reviewed and, if accepted, published as a new paper in the journal.
The respective professional societies for each of following disciplines have sole responsibility for editorial review of Current Issues articles in their discipline:
Each content area will publish only one to two articles per issue. An alternative format for publishing articles is described in the Current Practice section that follows.
Papers published in this category will generally be professional practice articles on innovative approaches to integrating technology into teacher education.
In this category we will reprint "classic" articles that have advanced the discussion of technology and teacher education. The Editor for this section, Glen Bull, welcomes nominations.
Readers of articles may also write critiques/commentaries and submit them for publication. These submissions will be treated as articles and refereed in the same way as all other articles. Commentaries of the "I really liked this" sort, or "I don't agree" sort are not acceptable. To be published a response to a paper (or to other comments) should advance the discussion and make a substantial contribution to the conversation.
In summary, we have embarked on a scholarly adventure that is unusual in three different ways. This journal represents the collaborative efforts of several organizations, each of which has its own publication outlets. It represents the best thinking of these organizations about how to meet the needs of scholars in a field, information technology and teacher education, that cuts across many different disciplines. Second, this is an electronic publication that uses electronic tools to facilitate everything from submission to publication. And, it is freely available to anyone who has access to the World Wide Web.
Third, the format of the journal is a departure from the traditional print journal. It is not simply a print journal distributed electronically. The content can be different. A paper can include video, animation, and audio as well as links to external resources. In addition, the journal will serve as a framework for ongoing scholarly discussions. An author will not publish a paper and then wait three years to see if anyone cites it. A paper will be published with at least two commentaries/critiques from reviewers, and anyone who reads it can immediately write a response and submit it for publication. Once that conversation has begun, the author, reviewers, and readers can engage in a discussion of the relevant issues for as long as it seems worthwhile and productive.
I hope you enjoy participating in this interesting adventure!
Jerry Willis, Co-Editor
Glen Bull, Co-Editor
Contact the
publisher
Number of visitors since October 2000: NUMVISITORS