The State of the JDLTE: Looking Good!

Abstract

As the Journal of Digital Learning in Teacher Education (JDLTE) finishes its 35th year of publication, it seems appropriate to provide our readers with a brief update on the state of the journal. We are pleased to report steady growth in most areas and somewhat dramatic growth in a few places. We have had a production challenge early this year, but that is now history for us. Our association with Taylor & Francis has provided access to extensive data on our work and we are happy to share some of these data in this column. Overall, we are seeing a steady growth in our number of submissions and a dramatic growth in our number of downloads. The dramatic increase in the number of downloads suggests that research published in JDLTE is reaching an expanding audience. Figures 1 and 2 summarize these results. Note that the submission data for 2019 are only for the first half of the year. We are now able to select a few of our articles for open access and we have begun this process by making the 2019 JDLTE research award paper,Where Are We Now? Technology Integration in Teacher Preparation by Ray Buss, Teresa Foulger, LeeAnn Lindsey, and Keith Wetzel available for all. Open access is the free, immediate, online availability of research articles and includes the ability to use these articles. JDLTE will work closely with our publisher to use this tool more in the future to provide our readers with easy access to selected publications. We will be sure to let both authors and readers know which of our articles are available through open access and how they can be accessed. In sum, open access is a valuable tool that will ensure a wider audience for research published in JDLTE. As part of our summary of the state of the JDLTE, we also acknowledge a problem in the JDLTE production schedule earlier this year. Due to some challenges with typesetters, Taylor & Francis delayed publication of JDLTE in the early part of 2019. By May 2019, however, we were back on schedule and we foresee no similar problems in the future. For 35 years the JDLTE has maintained its focus on research and practice in technology in teacher education and its connection to ISTE TEN. The JDLTE has a strong history of committed, thorough, and professional reviewers, and we would like to take this opportunity to recognize the commitment of these reviewers. Please take a look at our editorial review board listed on the first page of this issue; you will note our reviewers are well-known leaders and authors in the field of technology in teacher education. JDLTE reviewers have established a reputation for providing detailed and informed reviews that are useful to our authors, and we are extremely fortunate to have these capable and committed individuals working with us. Special issues focused on current issues in technology in teacher education have become a regular feature for JDLTE in recent years. In January 2018 we published a special issue on Makerspaces in Teacher Education, and in January 2020 we will publish an issue focused on Computational Thinking and Coding for Learning in Teacher Education. We plan to publish a special issue every 2 years and welcome suggestions from readers on possible topics. As we enter our 36th year of publication, we honor the early years (1988–1998) when the journal was titled the Journal of Computers in Teacher Education and celebrate the tradition of contributing to knowledge for technology in teacher education researchers and practitioners. We are proud of the contributions to the advancement of knowledge in the field of technology in teacher education for the past 35 years and look forward to the continuing contributions of JDLTE authors, 2019 ISTE j iste.org/jdlte