Submissions

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Author Guidelines

Article Types

Manuscripts to the Irish Journal of Technology Enhanced Learning will be considered under one of the following categories:

1) Original Research (3,000 words max, including abstract and references).

Original research papers that report primary research in Technology Enhanced Learning through a structured format including introduction, literature review, methodology, results, and discussion. These contributions should demonstrate methodological rigour while presenting findings that advance understanding in the field. 

2) Original Research (Extended Report) (8,000 words max, including abstract and references)

This category is similar to the Original Research papers but allows for longer or larger scale research projects. These papers follow the same structure as original research articles but allow for deeper analysis and extended discussion of implications. 

3) Spotlight on Scholarship (3,000 words max) 

This category provides scholars the opportunity to present key findings from recently completed graduate research, highlighting contributions to technology enhanced learning. Authors should concisely present their research problem, methodology, findings, and implications, while including critical reflection on the research process. This category was developed to encourage emerging researchers to share their work with the wider academic community.

4) Position Papers (3,000 words max, including abstract and references)

Position papers offer a platform for scholarly voices that challenge assumptions and spark crucial conversations about technology in education. Authors might explore questions of equity, ethics, policy, pedagogy, or emerging trends through critical and creative lenses. We welcome thought-provoking arguments that are grounded in evidence while imagining new possibilities for technology enhanced learning.

5)  Short Reports (2,500 words max, including abstract and references)

Short reports capture moments of innovation, insight, and inquiry in technology enhanced learning practice. Whether sharing an ongoing project, reflecting on teaching experiences, or exploring new methodologies, these contributions value both storytelling and scholarship. We encourage creative approaches that speak authentically to the complexities of teaching and learning with technology.

6) Book and Multimedia reviews (1,000 words max, including abstract and references)

Book and multimedia reviews thoughtfully examine resources that shape our understanding and practice of technology enhanced learning. Moving beyond simple evaluation, these pieces explore how books, software, digital tools, or online resources contribute to our collective knowledge and practice. Reviews should weave together description, analysis, and reflection to help readers appreciate the resource's potential impact on teaching and learning.

 

Preparing for submission

Download author template (word template) to help you prepare your submission, within our formatting guidelines.

Our journal requests that authors use the APA referencing style for citing sources.  For more information refer to the Publication Manual of the American Psychological Association, 7th edition or associated website. 

Submission Preparation Checklist

All submissions must meet the following requirements.

  • To begin, click to login or create an account on this journal website to begin your submission.
  • The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
  • The submission file is in OpenOffice, Microsoft Word, RTF, or WordPerfect document file format.
  • Where available, DOIs for the references have been provided. Details on APA reference formatting can be found here
  • The text is single-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
  • The text adheres to the stylistic and bibliographic requirements outlined in Author Guidelines below.
  • If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a Blind Review have been followed.
  • Authors need to acknowledge the contribution made by Generative AI tools to any aspects of the research published. In the acknowledgement section the authors should outline the specific tasks AI was used to complete, including (but not limited to) research design, data analyses, text creation/editing, etc.).
  • Authors are permitted to deposit all versions of their paper in an institutional or subject repository.
  • Authors are required to confirm that the appropriate ethics review and informed consent protocols have been followed. A statement about the ethics issues relevant to the research and approvals under which the data was collected and reported has been included in the Methods section. It is expected that there will be a statement for all articles that include data collected from or about humans. This requirement may not be relevant for some articles such as literature reviews.
  • At least one author has added an ORCID ID to their user profile on the journal website. ORCID IDs help improve the visibility of authors' work for themselves and their institutions. Once you have your ORCID ID go to your user profile by clicking on your login name and then view profile and selecting the Public tab. Enter your ORCID ID url in the relevant field. Ensure when submitting your paper that you include all authors in the system. When you add your authorship details there is an option to "add author". In addition, for each author please include their ORCID which will ensure that if your paper is published it will be associated with your online profiles.

Original Research

Original Research (3,000 words max, including abstract and references).

Original research papers that report primary research in Technology Enhanced Learning through a structured format including introduction, literature review, methodology, results, and discussion. These contributions should demonstrate methodological rigour while presenting findings that advance understanding in the field.

Original Research (Extended Report)

Original Research (Extended Report) (8,000 words max, including abstract and references)

This category is similar to the Original Research papers but allows for longer or larger scale research projects. These papers follow the same structure as original research articles but allow for deeper analysis and extended discussion of implications.

Spotlight on Scholarship

Spotlight on Scholarship (3,000 words max) 

This category provides scholars the opportunity to present key findings from recently completed graduate research, highlighting contributions to technology enhanced learning. Authors should concisely present their research problem, methodology, findings, and implications, while including critical reflection on the research process. This category was developed to encourage emerging researchers to share their work with the wider academic community.

Position Papers

Position Papers (3,000 words max, including abstract and references)

Position papers offer a platform for scholarly voices that challenge assumptions and spark crucial conversations about technology in education. Authors might explore questions of equity, ethics, policy, pedagogy, or emerging trends through critical and creative lenses. We welcome thought-provoking arguments that are grounded in evidence while imagining new possibilities for technology enhanced learning.

Short Reports

Short Reports (2,500 words max, including abstract and references)

Short reports capture moments of innovation, insight, and inquiry in technology enhanced learning practice. Whether sharing an ongoing project, reflecting on teaching experiences, or exploring new methodologies, these contributions value both storytelling and scholarship. We encourage creative approaches that speak authentically to the complexities of teaching and learning with technology.

Book and Multimedia Reviews

Book and multimedia reviews (1,000 words max, including abstract and references)

Book and multimedia reviews thoughtfully examine resources that shape our understanding and practice of technology enhanced learning. Moving beyond simple evaluation, these pieces explore how books, software, digital tools, or online resources contribute to our collective knowledge and practice. Reviews should weave together description, analysis, and reflection to help readers appreciate the resource's potential impact on teaching and learning.

Special Issue: ILTA EdTech Conference 25th Anniversary

Irish Journal of Technology Enhanced Learning (IJTEL)
Special Issue Call: Celebrating 25 Years of the ILTA EdTech Conference
EdTech You: Digital Learning From How to Who

Introduction

Since the Irish Learning Technology Association (ILTA) first convened its annual EdTech conference in IT Sligo, (now the Atlantic Technological University) in 2000, we have collectively lived through the rise of the VLE, mobile learning, the MOOC moment, a pivot to emergency remote teaching, and now the generative AI era. Through each of these shifts, the ILTA EdTech conference has remained a connection point for practitioners, researchers, and thinkers who care deeply about what technology means for teaching, learning, and the humans at the heart of both.

This special issue of the Irish Journal of Technology Enhanced Learning marks a special milestone. It takes its title and its guiding question directly from the 2026 conference theme: EdTech You: Digital Learning From How to Who. Rather than asking only what technologies can do, we ask who gets to design, develop, and deploy them, for whom, and why. Who has been present in EdTech conversations over the past 25 years, and who has been missing? What does the history of this community reveal about our assumptions, our blind spots, and our aspirations?

We invite submissions that are grounded in the 2026 EdTech conference and in the longer arc of 25 years of Irish learning technology scholarship and practice.

Scope and Focus

Submissions to this special issue should engage with one or more of the following threads, drawn from the EdTech 2026 conference theme:

Who was, is, and should be part of the EdTech community: including questions of equity, access, diversity, and inclusion in the design and deployment of educational technology.

Retrospective and historical perspectives: what has changed, what has persisted, and what the past 25 years of EdTech practice and scholarship can teach us about where we are heading.

Participatory and relational approaches to EdTech: including Students as Partners, co-design, and relational ethics frameworks.

Critical and imaginative perspectives on educational technology: work that challenges dominant narratives and opens space for more just and joyful possibilities.

Submission Types

This special issue welcomes four categories of submission. Authors are strongly encouraged to ground their contributions in work presented or encountered at EdTech 2026, though this is not a strict requirement.

  1. Original Research (3,000 words max, including abstract and references)

We welcome original research papers reporting primary research in technology enhanced learning, following a structured format that includes introduction, literature review, methodology, results, and discussion. Authors presenting at EdTech 2026 are particularly encouraged to develop their conference abstracts into full research submissions for this issue.

  1. Position Papers (3,000 words max, including abstract and references)

Position papers offer a platform for scholarly voices that challenge assumptions and spark crucial conversations about technology in education. For this special issue, we are especially interested in position papers that engage with the EdTech 26 theme, exploring questions of equity, ethics, identity, participation, or the politics of who EdTech has historically centred and who it has not. Contributions may be provocative and should be grounded in evidence and make an original contribution to debate.

  1. Short Reports (2,500 words max, including abstract and references)

For this special issue, we have a particular invitation within this category. We warmly encourage presenters from the past 25 years of the ILTA EdTech conference to contribute a short reflective report that revisits their past work. What did you present, and when? What has changed in your thinking, your practice, or the field since then? What does looking back reveal about the trajectory of technology enhanced learning in Ireland and beyond? These contributions are an opportunity to honour the living history of this community, and to turn the scholarly gaze on our own evolution as a field. Short reports may take novel or creative formats and are valued as much for their storytelling as for their scholarly rigour.

  1. Book and Multimedia Reviews (1,000 words max, including abstract and references)

We strongly encourage EdTech 2026 attendees to use the conference as a springboard for this category. If a keynote, workshop, or conversation introduced you to a book, a tool, a platform, a podcast, or any other resource that deserves a closer look, this is your invitation to dig deeper and share that encounter with the broader IJTEL readership. Reviews should move beyond simple evaluation to explore how the resource contributes to our collective understanding and practice of technology enhanced learning, weaving together description, analysis, and reflection.

Submission Guidelines

All submissions should adhere to the standard IJTEL author guidelines.

Timeline

Due to the timeliness of the EdTech26 anniversary, we are proposing an ambitious submission, review and publication schedule for the issue: 

Deadline for submissions: October 2, 2026

Deadline for reviews: November 6, 2026

Authors notified: November 16, 2026

Deadline for revisions: December 18, 2026

Special issue publication date: February 5, 2027

Peer Review

All accepted manuscripts will be subject to the standard IJTEL double-blind peer review process.

Guest Editors

Kate Molloy
PhD student | School of STEM Education, Innovation and Global Studies - Dublin City University
Chair | Computers in Education Society of Ireland (CESI)

Dr Rob Lowney SCMALT SFHEA SFSEDA
Teicneolaí Foghlama Sinsearach, Aonad um Fheabhsú Teagasic (AFT)
Senior Learning Technologist, Teaching Enhancement Unit (TEU)
Dublin City University 

Questions? 

email: journal@ilta.ie

Copyright Notice

Authors contributing to the Irish Journal of Technology Enhanced Learning retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

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