British Journal of Educational Technology

British Journal of Educational Technology is a peer-reviewed academic journal that publishes research on the use of technology in learning and teaching. The journal addresses practitioners and researchers connected with institutions such as University of Oxford, University of Cambridge, University College London, London School of Economics, University of Manchester, University of Edinburgh, University of Glasgow, University of Bristol, University of Birmingham, University of Leeds, University of Southampton, University of Nottingham, King's College London, Imperial College London, University of Warwick, University of Sheffield, University of York, University of Liverpool, University of Exeter, University of Leicester, University of Surrey, University of Reading, University of Sussex, University of Kent, Durham University, Newcastle University, Queen Mary University of London, Royal Holloway, University of London, Goldsmiths, University of London, City, University of London, University of Stirling, University of Aberdeen, University of Dundee, University of Bath, University of Hull, University of Lancaster, University of Portsmouth, University of Plymouth, University of East Anglia, Aston University, Loughborough University, Heriot-Watt University, Swansea University, Bangor University, University of Westminster, Open University, Metropolitan University, University of Roehampton, Birkbeck, University of London, University of Lincoln, University of Huddersfield, Nottingham Trent University, Brunel University London.

History

The journal was established in 1970 amid shifts in academic publishing associated with institutions such as Open University and policymaking linked to Department for Education (United Kingdom), evolving through collaborations with organizations like the British Educational Research Association, Higher Education Academy, Society for Research into Higher Education, Association of Colleges, National Institute of Adult Continuing Education, Institute of Education, Royal Society, British Academy, Economic and Social Research Council, and funding from bodies such as the Leverhulme Trust and Wellcome Trust. Its editorial lineage has included scholars affiliated with University of Cambridge, University of Oxford, University of London, University of Manchester, University of Edinburgh, University of Sheffield, University of Warwick, University of York, University of Glasgow, University of Birmingham, University of Exeter, University of Sussex, University of Leeds, University of Nottingham, University of Durham, University of Leicester, University of Bath, Open University, and international partnerships with Harvard University, Stanford University, Massachusetts Institute of Technology, University of California, Berkeley, University of Toronto, McGill University, University of Melbourne, University of Sydney, University of Auckland, University of Hong Kong, National University of Singapore, Peking University, Tsinghua University, University of Tokyo, Seoul National University, Trinity College Dublin, Dublin City University, University of Cape Town, University of Nairobi, Universidad Nacional Autónoma de México, Universidade de São Paulo, University of Amsterdam, Utrecht University, Leiden University, University of Copenhagen, Lund University, and University of Helsinki.

Scope and Content

The journal publishes empirical studies, theoretical analyses, systematic reviews, and design-based research engaging with technologies from Personal computer-era developments to contemporary platforms associated with Apple Inc., Microsoft Corporation, Google LLC, IBM, Amazon (company), Facebook, Twitter, LinkedIn, YouTube, Zoom Video Communications, Blackboard Inc., Moodle, Canvas (learning management system), Coursera, edX, Khan Academy, Duolingo, SAP SE, Oracle Corporation, Cisco Systems, Inc., Adobe Inc., Intel Corporation, NVIDIA, ARM Holdings, Raspberry Pi Foundation, Arduino (company), RoboCup, OpenAI, DeepMind, Boston Dynamics, Autodesk, MathWorks, Wolfram Research, Unity Technologies, Epic Games, Blizzard Entertainment, Sony Corporation, Nintendo, Samsung Electronics, LG Electronics, HTC Corporation, Motorola, Ericsson, Qualcomm, Siemens, Philips, Panasonic Corporation, Hitachi, NEC Corporation, Fujitsu, Nokia, Hewlett-Packard, Dell Technologies, Lenovo, Xiaomi, Huawei, ZTE Corporation. Articles examine practice in settings including primary school, secondary school, further education college, university, vocational education and training, adult learning centre, museum, library, workplace training centre, military academy, healthcare trust, hospital, school district, and non-governmental organization-run initiatives, with case studies referencing institutions like The British Museum, Tate Modern, National Gallery, Science Museum, London, Natural History Museum, London, Victoria and Albert Museum, British Library, Wellcome Collection, Smithsonian Institution, Guggenheim Museum, Louvre, Musée d'Orsay.

Editorial and Publication Details

The journal is published by Wiley-Blackwell on behalf of the British Educational Research Association, issued bimonthly with peer review and editorial oversight by academics drawn from universities such as University of Oxford, University of Cambridge, University College London, University of Edinburgh, University of Leeds, University of Manchester, King's College London, Imperial College London, University of Warwick, University of Glasgow, University of Birmingham and international scholars from Harvard University, Stanford University, Massachusetts Institute of Technology, University of Toronto, University of Melbourne and University of Hong Kong. Editorial processes align with standards promoted by organizations including Committee on Publication Ethics, CrossRef, ORCID, DOAJ, Portico, CLOCKSS, Scopus and Clarivate. The journal accepts original research, review articles, succinct reports, and special themed issues developed with guest editors affiliated to bodies like European Commission, UNESCO, OECD, Commonwealth of Nations, United Nations Development Programme, World Bank, Asian Development Bank.

Abstracting and Indexing

The journal is abstracted and indexed in major services and citation databases such as Scopus, Web of Science, ERIC, ProQuest, EBSCOhost, Google Scholar, JSTOR, DOAJ, CrossRef, PubMed Central, SportDiscus, Social Sciences Citation Index, Arts & Humanities Citation Index, Current Contents, Academic Search Premier, PsycINFO, Sociological Abstracts, CINAHL, BIOSIS Previews, Inspec, AGRIS, ResearchGate, SSRN, RePEc, OpenAIRE.

Impact and Reception

The journal's influence is reflected in citation metrics from Clarivate Analytics and listings in Scopus reports; its articles are cited in policy documents from Department for Education (United Kingdom), European Commission, UNESCO, OECD, World Bank, and curriculum guidance from agencies like Office for Standards in Education, Children's Services and Skills and professional standards by General Teaching Council for England and discussions in outlets such as Times Higher Education, The Guardian, The Times, Financial Times, BBC News, The Independent, The Telegraph, Nature (journal), Science (journal), Lancet, New Scientist, Wired (magazine), MIT Technology Review, The Economist. The journal has been recognized with academic esteem by award committees at institutions including Royal Society, British Academy, Academy of Social Sciences, Royal Society of Edinburgh and cited in theses at universities like University of Oxford, University of Cambridge, Harvard University, Stanford University and University of Toronto.

Category:Academic journals