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Research in Learning Technology is the journal of the Association for Learning Technology. It aims to raise the profile of research in learning technology, encouraging research that informs good practice and contributes to the development of policy. The journal publishes papers concerning the use of technology in learning and teaching in all sectors of education, as well as in industry.

Research in Science & Technological Education publishes original research from throughout the world dealing with science education and/or technological education. It publishes articles on psychological, sociological, economic and organisational aspects of science and technological education, as well as evaluation studies of curriculum development in these fields. Its main aim is to allow specialists working in these areas the opportunity of publishing their findings for the benefit of institutions, teachers and students. It is hoped that the journal will encourage high quality research that will lead to more effective practices, behaviours and curricula in science and technology within educational establishments.

Learning, Media and Technology - incorporating Education, Communication & Information - is an international, peer-reviewed journal that aims to stimulate debate on the interaction of innovations in educational theory and practices, with media and educational technologies. Media and technologies are interpreted in the broadest sense, to encompass digital broadcasting, the internet and online resources, and other new and emerging formats, as well as the traditional media of print, broadcast television and radio.

John Martin is the principal consultant and technology architect for White Mountain Technology Services. His passion for teaching and learning is borne out of his lifelong love of learning and his desire to share knowledge with others. He also serves as Coordinator of Learning Technologies for Plymouth State University where he focuses on online and socio-collaborative learning tools for students and faculty.

Called the "Pied Piper of Educational Technology" by The School Library Journal, Tim has worked in the field of education for nearly 30 years as a teacher (on the middle school, high school, and college levels) and an administrator. He served the students in the Cobb County School District for about 20 years, where, before his retirement, he was the principal of Mabry Middle School. He was named one of Georgia's High Performance Principals by Governor Sonny Purdue.
Tim has a passion for meaningful, authentic student engagement, and technology is seen as a centerpiece for irresistible academic achievement through creative, global, project-based learning activities. He has now turned his attention to supporting the profession on a national and international level by sharing his passion and practical expertise for integrating technology into the entire school plan-a proven vision that works.

The Journal of Technology, Learning and Assessment (JTLA) is a peer-reviewed, scholarly on-line journal addressing the intersection of computer-based technology, learning, and assessment.

The Association for Learning Technology Journal (ALT-J) is an international peer-reviewed journal which aims to promote good practice in the use of learning technologies in education and industry and facilitate collaboration between practitioners, researchers, and policy makers. As well as theoretical debate and policy analyses, surveys, evaluative and impact studies are all welcome. ALT-J publishes an annual Special Issue devoted to a contemporary phenomenon in Learning Technology.

pace, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration. This e-book represents an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success.

Cakes: Learning Technology Blog Learning Technology Development @ Edge Hill University

The Institute of Educational Technology (IET) at the Open University connects innovation and expertise in learning and teaching and uses this collective power to change the face of education.
IET's programme of work is at the heart of the Open University's mission to be a world leader in the design, content and delivery of supported open and distance learning through the innovative use of technology.

Technology, Pedagogy and Education seeks to serve the international education community by supporting educators in the integration of information and communications technology in teaching and learning. It focuses on research evidence and critical analysis on all aspects of ICT and its relation to teacher education and professional development in all phases of education.

Clay Shirky's work focuses on the rising usefulness of decentralized technologies such as peer-to-peer, wireless networks, social software and open-source development. New technologies are enabling new kinds of cooperative structures to flourish as a way of getting things done in business, science, the arts and elsewhere, as an alternative to centralized and institutional structures, which he sees as self-limiting.

Research Centre for Technology Enhanced Learning Mobile Learning LSDA/LSN have been pioneers in researching the potential of mobile devices for teaching and learning.

The American Journal of Distance Education is the internationally recognized journal of research and scholarship in the field of American distance education. Distance education explores topics central to teaching-learning relationships where the actors are geographically separated and communication takes place through technologies such as audio and video broadcasts, teleconferences and recordings, printed study guides, and multimedia systems. The principal technology of current research interest is the Internet, and subfields of distance education such as online learning, e-learning, distributed learning, asynchronous learning, and blended learning are of particular interest to the journal.

Computing and communication technology continue to make an ever-increasing impact on all aspects of cognition, education and training, from primary to tertiary and in the growing open and distance learning environment. The journal is an established technically-based, interdisciplinary forum for communication in the use of all forms of computing in this socially and technologically significant area of application and will continue to publish definitive contributions to serve as a reference standard against which the current state-of-the-art can be assessed.

This is an update to Bloom's Revised Taxonomy which attempts to account for the new behaviours and actions emerging as technology advances and becomes more ubiquitous. Bloom's Revised Taxonomy accounts for many of the traditional classroom practices, behaviours and actions but does not account for the new processes and actions associated with Web 2.0 technologies and increasing ubiquitous personal and cloud computing.

Assistant Director of SLS/ Director of Information & Systems Technology at Sheffield Hallam University

Editor's Note: This is a milestone article that deserves careful study. Connectivism should not be con fused with constructivism. George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. His theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age.

[thesis] The Influence of Web 2.0 on Technology Enhanced Learning by Martin Ebner

Association of Learning Technology