Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
As educational technologies become more commonplace,
they are often created with the intention of benefiting
students through some novel approach, or to fill a
perceived educational gap. While these rationales are
good ones, it should also be realized that through the use
of innovative technologies educators and researchers
alike are presented with a unique and powerful
opportunity to conduct laboratory-like research in a
naturalistic environment. Thus giving the „invisible
researcher‟ the ability to test the desired effectiveness of
the tool, and to use the tool as a vehicle to understand
learning, all in an unobtrusive manner. This not only
ensures that new educational technologies are doing what
they were designed to do, but also promises to create
pedagogically superior tools and an improved learning
environment for both students and educators. To
illustrate how this can be successfully implemented, two
evidence-based technologies are discussed (the
webOption and peerScholar) where research has assisted
in tool development and also furthered our understanding
of educational theory.
