Journal of Educational Technology and Society, 2010-2014

Author(s): Casey D. Wright, Christina R. Catron, Jackson I. Isiko, Esther E. Marshall,

Ben D. Nielsen and Richard E. West
Source: Educational Technology , July-August 2015, Vol. 55, No. 4 (July-August 2015),
pp. 34-38
Published by: Educational Technology Publications, Inc.

Stable URL: https://www.jstor.org/stable/44430388

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GoogleDocs. A similar willingness to allowing students
to more deeply explore computing options through a Educational
system like the Raspberry Pi could not only open up
some exciting learning options, but also provide an
additional opportunity to address Päpert's unfulfilled Technology
Research
dream of children developing a true fluency with new
technologies. □

Journals
Acknowledgment. Image source for Figure 1: The R
Fou ndation; http: //www. raspberry pl. org/wp-conte
2015/01 / Pi 2 M od B 1 GB_-comp.jpeg .

Journal of
References Educational Technology
Bagley, C. A. (2014). Makerspaces: Top trailblazin
Chicago: American Library Association.
and Society,
Brown, E. (2014, December 31).2010-2014
Ringing in the new
40 linux-friendly hacker SBCs. Linux Gizmos
http://linuxgizmos.com/ringing-in-201 5 -with -40
friendly-hacker-sbcs/.
Casey D. Wright
Dougherty, D. (201 3). The maker
Christina mindset.
R. Catron In M. Ho
Kanter (Eds.), Design , make , play : Growing the n
tion of STEM innovators (pp.Jackson
7-1 1). I. Isiko
New York: Ro

Jaokar, A. (2013, Esther E.Using

March-April). Marshall Raspberry
computing 'inside out.' Educational Technolog
37-40.
Ben D. Nielsen

Powering Potential, (n.d.). Educating through technology:

Richard E. West
About our program; http://www.poweringpotential.org/ Brigham Young University
program/details/ .

Raspberry Pi Foundation, (n.d. a). About us: The making of Pi;

This article analyzes articles published from 2010
h ttp :/ /www. raspberry pl. org/ about/ .
through 2014 in the Journal of Educational Technology
Raspberry Pi Foundation, (n.d. b). Guest post: A Pi lab in rural and Society. The authors reviewed keywords, method-
Ghana; http: //www. raspberry pl. org/gues t-pos t-a -pi-la b-in -
ologies, authorship, and citations in order to determine
rural-ghana/ . key trends and directions of the journal. The journal
Resnick, M. (2012). Point of view: Reviving Paperťs dream. serves as a conversation starter between computer
Educational Technology, 52(4), 42-46. specialists and educators and publishes mostly quantita-
tive research. Many of the authors are international, and
Sansing, C. (2013, August 19). Life with Raspberry Pi: Sparking much of the research is collaborative in nature. The
a school coding revolution. School Library Journal Website; citation analysis shows that some of the most cited arti-
http://www.thedigitalshift.com/2013/08/k-12/life-with- cles deal with popular topics in the field, such as distance
raspberry-pi-this-slim-25-computer-is-hot-and-showing-no- learning and computer-assisted learning.
signs-of-cooling-off-it-may-just-spark-a-coding-revolution-in-
schools/ .
Introduction
Strycker, J. (2015). Makerspaces in K- 1 2 schools: The next
The Journal of Educational Technology and Society is an
iteration for technology spaces in schools. Educational
Technology, 55(3), 28-32. open-access, peer-reviewed, quarterly journal first published
in 1998 that, according to Google Scholar, is ranked third for
Upton, L. (2015, February 18). Five million sold. Raspberry Pi
educational technology journals with an h5 index of 39.
Website; http://www.raspberrypl.org/five-million-sold/ .The journal was established to close an ever-growing gap

Watson College of Education. (2015, January 1). Support between

for researchers who develop educational systems and
the practitioners who actually implement them (Kinshuk,
educators in the fields: CESTEM takes Raspberry Pi technol-
ogy to Charlotte. Watson Chronicle. Wilmington, Hwang,
NC; Sampson, & Chen, 2013). For example, practitioners
http://uncw.edu/newsletters/watson-chronicle/201 5/01 use technology
/ to enhance learning but are often unaware of
cestem-takes-raspberry-pi-technology-to-charlotte.aspxthe. availability and functions of many different learning

34 EDUCATIONAL TECHNOLOGY/July-August 201 5

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 Table 1. Keyword frequency. Table 2. Frequency of the most commonly used
three-word phrases in abstracts.
Topic Frequency
educational technology 203 Three-word phrases Frequency

learning 48 Computer-assisted instruction 37

distance learning 44 Computer and video games 1 7

computer-assisted instruction 37 Elementary school students 1 3

online instruction 25 Mobile communications networks 9

collaboration 19 Foreign language learning 7

computer & video games 1 7 Second language learning 7
Interactive learning 17 Multimedia computer applications 4
academic achievement 1 6
Interactive computer systems 3
Internet 16
Middle school students 3
science education 15
Children's mathematics puzzles 2
pedagogy 15
Secondary school students 2
higher education 15
cognitive style 14
authors, citations, keywords, and methodology,
better understand the topics, discussions, an
publishing inand
systems. Conversely researchers this key journal.
developers are oft
unaware of the needs of everyday teachers ("Aims
Scope," 2014). The Journal of Educational
Topical/Keyword Technology an
Analysis
Society attempts to increase communication and The keywords provided by the authors were us
awareness of both researchers and practitioners in thelyzing the main topics and their frequencies in t
development and use of learning systems.
We believe the author-provided keywords to be m
A content analysis was recently conducted that examined
than other methods, such as ERIC subject term
nine journals involved in computer-supported collaborativethe authors typically have a more accurate pers
learning (CSCL), including the Journal of Educationalthe subject of their article. In addition, we analy
Technology and Society. The analysis performed a codification three-word phrases from the abstracts of the art
of the research methods, design, and topics of 706 different
ter highlight key topical trends of the journal.
articles pertaining to CSCL and found that quantitative re-
search and design-based research methods have increased in
recent years (Zheng, Huang, & Yu, 2014). In 2012, the journalMethodology Analysis
was also included in a content analysis, along with four other We sought to understand what research meth
journals, which focused on the research topic trends betweenwere most widely used by authors in this journa
2000 and 2009. The study found that "Pedagogical Design andwe coded each article into one of the following c
Theories" was the most popular research topic throughout the • Theoretical- non-data-based articles, includin
10 years, but that "Motivation, Perceptions, and Attitudes" sions of new theories and models.

research and game-based learning research have increased in • Qualitative/interpretive- articles based on the collection
popularity in more recent years (Hsu et al., 2012). In 2013, the and analysis of qualitative research data, such as
interviews and observations.
editors conducted an analysis of authorship, citations, and
keywords in the journal between 2003 and 2010, including a • Inferential - articles based on the application of inferen-
history of how the journal was established (Kinshuk et al., tial statistics to quantitative data.
2013). The current study builds upon the Kinshuk et al. (2013) • Descriptive - articles based solely on the application of
article and is an analysis through the most recent five years of descriptive statistics to quantitative data.
publications (2010-2014), emphasizing the current trends in • Combined methods - articles based on significant
the journal. usage of both quantitative and qualitative methods.
• Content or discourse analysis- articles based on the
Methods analysis of content or discourse using previously deter-
The Journal of Educational Technology and Societymined categories with data reported descriptively.
released four issues each year with a different number of
articles in each issue. This analysis included all articles Authorship
with Analysis
the exception of book reviews and editorials. For this article,
Between 2010 and 2014, we identified the authors of each
we analyzed 492 articles from 2010 to 2014 based on research article and calculated the frequency of publishing

EDUCATIONAL TECHNOLOGY/July-August 201 5 35

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 Table 3. Article type by year.

Year Theoretical Interpret. Inferen. Descrlpt. Combined CA Other

2010 7(9%) 19(24%) 31(39%) 10(13%) 11(14%) 1(1%) 0(0%)
2011 12(14%) 10(12%) 47(57%) 9(11%) 5(6%) 0(0%) 0(0%)
2012 12(10%) 16(14%) 68(59%) 10(9%) 3(3%) 3(3%) 3(3%)
2013 15(14%) 11(10%) 64(58%) 9(8%) 10(9%) 1(1%) 0(0%)
2014 21 (19%) 11(10%) 59(54%) 6(5%) 11(10%) 2(2%) 0(0%)

Total 67(13%) 67(13%) 269(54%) 44(9%) 40(8%) 7(1%) 3(1%)

Table 4. Most contributing authorsTable

by5. number of authors by priority count
Most contributing
publications. totals.

Publications Author Points Author Affiliation

23 Gwo-Jen Hwang 42 Gwo-Jen Hwang National Taiwan

University of Science and
17 Chin-Chung Tsai
Technology. Taiwan
16 Yueh-Min Huang
27 Yueh-Min Huang National Cheng Kung
10 Nian-Shing Chen University, Taiwan

6 Wu-Yuin Hwang 24 Chin-Chung Tsai National Taiwan

University of Science and
Technology, Taiwan
based on two methods. The first method was simply how
15 Nian-Shing National Sun Yat-sen
often an author was published. For the second method, we
Chen University, Taiwan
used a medal count: three points for first authors, two points
14 Wu-Yuin Hwang National Central
for second authors, and one point for every article as the
University, Taiwan
third author or beyond. A medal count accounts for authors
who may have published frequently, but only1 as
3 Gwo-Dong Chen National Central
contributing
authors. University, Taiwan

13 Chee-Kit Looi Nanyang Technological

Citation Analysis University, Singapore
Using the Publish or Perish program, a widely used
software program for analyzing citations,13
weChing Sing Chai
analyzed theNanyang Technological
number of citations for the top-cited articles and estimated University, Singapore
the impact of the journal over the last five years. The
1 2 Lung-Hsiang Nanyang T echnological
program uses data provided from Google Scholar (see
Wong University, Singapore
"Publish or Perish," 2014).
1 1 Miguel Pontificia Universidad
Findings Nussbaum Católica de Chile, Chile

1 1 Kinshuk Athabasca University,

Journal Topics/Keyword Analysis Canada
Our keyword analysis indicated that in the last five years,
2010-2014, the Journal of Educational Technology and 1 1 Pi-Hsia Hung National University of
Society generally published articles based on technology Tainan, Taiwan
and how technology is used in education. The most frequent
subject areas included distance learning, computer-assisted
instruction, online instruction, and computer and video Analysis of Journal Methods and Article Types
games (see Table 1). The high frequency counts showed The number and percentage of each article type published
how technology has been used to deliver education interna- in the last five years of the Journal of Educational
tionally in the last five years. Technology and Society are displayed in Table 3. The
The frequent keywords analysis in Table 1 , together with majority of articles used a method involving inferential
the abstract phrase counts in Table 2, highlight the key statistics, with 54% of articles for all five years combined
trends of technologies among the broad international scope using this method (range 39%-59% for each year). Both
of the journal. theoretical and interpretive articles each covered 13% of the

36 EDUCATIONAL TECHNOLOGY/July-August 2015

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 Table 6. Top-cited articles.

Year Citations Author(s)

201 0 115 CS Chai, JHL Koh, CC Tsai Facilitating preservice teachers' development of
technological, pedagogical, and content knowledge
(TPACK)
201 0 95 MOM El-Hussein, JC Cronje Defining mobile learning in the higher education
landscape

201 1 51 Y H Lee, Y C Hsieh, C N Hsu Adding innovation diffusion theory to the technology
acceptance model: Supporting employees' intentions to
use e-learning systems

201 1 49 NK Tselios, S Daskalakis, M Assessing the acceptance of a blended learning

Papadopoulou university course
2012 79 SB Shum, R Ferguson Social learning analytics
201 2 41 YK Türel, TE Johnson Teachers' belief and use of interactive whiteboards for
teaching and learning

2013 21 PH Hung, GJ Hwang, YF Lin, Seamless connection between learning and

TH Wu, IH Su assessment: Applying progressive learning tools in
mobile ecology inquiry

2013 14 X Gu, Y Zhu, X Guo Meeting the "digital natives": Understanding the
acceptance of technology in classrooms

articles from 2010-2014. The percentage of theoretical study measured centrality between authors and found that
articles in each volume ranged from 9%-19%, and the Gwo-Jen Hwang, Yueh-Min Huang, Chin-Chung Tsai, and
Nian-Shing Chen had the highest degrees of centrality,
percentage of interpretive articles in each volume ranged
meaning that they very often collaborated with other
between 10% and 24%. Articles employing only descriptive
researchers. These four researchers were again the top four
statistics covered 9% (range 5%-1 3% for each year) of the
articles, and articles employing mixed methods coveredcontributing
8% authors with priority rankings and frequency
between 2010 and 2014 (see Table 4 and Table 5). We also
(range 3%-14%) of the total articles. There were very few
articles using content analysis (1.4%), and only 0.6%found
of very strong connections between Taiwanese authors
articles did not fit into any of the categories. and priority ranking in the journal, with seven of the top 10
highest ranking authors and the five most frequently
Perhaps of particular note in Table 3 were the larger
percentage of theoretical articles in 2014 (volume 17) and published
the authors all from Taiwan. Hwang and Chen are
both
larger percentage of interpretive articles in 2010 (volume 13) researchers at the Institute of Digital Learning and
Education at the National Taiwan University of Science and
compared with the percentages of the same article types in the
other volumes. Issue 4 can explain the larger percentageTechnology
of in Taiwan, for a combined total of 66 points.
Collaboration also took place between higher education
theoretical articles in volume 17, which was a special issue on
"Review Articles in Educational Technology." Consequently, researchers
a and high schools, junior high schools, and
elementary schools. Between 2010 and 2014, five studies
larger number of articles in this issue are literature reviews,
which we included in the theoretical category. We were included an author from a local high school, two from a
junior
surprised by the large percentage of interpretive articles in high school, and one from an elementary school. All
collaborations were done in Taiwan with the exception of one
volume 13, so as a group we checked the coding to make sure
high school collaboration in Japan.
it was not a coding error. Every issue in volume 13 contained
four or five interpretive articles, unlike volumes 14, 16, and 17,
Citation
which had four interpretive articles in only one or two of the Analysis
issues. Also, because volume 13 contained a smaller number A citation analysis was conducted primarily using the
Publish or Perish program, which utilizes data from Google
of articles than other volumes, the percentage of articles that
were interpretive was larger. Scholar to determine the number of citations articles have
had, and the estimated impact of the journal. As mentioned
Authorship above, we only analyzed the last five years because of the
A 2014 study analyzed co-authorship between 1999 and high volume of articles published each year. This introduces
a constraint to our analysis because there is little time for
2012 in the Journal of Educational Technology and Society
articles to accrue citations in only the last five years.
and found that there existed a high degree of co-authorship
Naturally the more recent the publication, the less likely it is
in the journal, especially between key authors from Taiwan
to have received citations, and 2014 had almost none at all.
(Zervas, Tsitmidelli, Sampson, Chen, & Kinshuk, 2014). The

EDUCATIONAL TECH NOLOC Y/July-August 201 5 37

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For that reason articles published in 2014 were not included Hung, P.-H., Hwang, G.-J., Lin, Y.-F., Wu, T.-H., & Su, I. -H.
in the citation analysis. (2013). Seamless connection between learning and
There is the possibility of error in finding the most cited assessment: Applying progressive learning tasks in
articles because of inconsistency in the way the journal was mobile ecology inquiry. Journal of Educational
catalogued by Google Scholar and by extension how it was Technology & Society 16(1), 194-205.
indexed by Publish or Perish. Sometimes the articles would Kinshuk, Huang, H.-W., Sampson, D., & Chen, N.-S. (2013).
be listed under the full title, Journal of Educational
Trends in educational technology through the lens of
Technology and Society, and sometimes it was listed only the highly cited articles published in the Journal of
under Educational Technology and Society. There are otherEducational Technology and Society. Journal of
publications that also list under this shortened title, but weEducational Technology & Society 16(2), 3-20.
attempted to remove all of those articles from other journals
Lee, Y.-H., Hsieh, Y.-C., & Hsu, C.-N. (2011). Adding innova-
from our analysis while maintaining all articles actually from
tion diffusion theory to the technology acceptance model:
the Journal of Educational Technology and Society.
Supporting employees' intentions to use e-learning sys-
Most of the highly cited articles (see Table 6) were
tems. Journal of Educational Technology & Society 14(4),
inferential in nature. The journal tends to publish heavily
124-137.
quantitative research, and therefore it logically follows that
the most highly cited articles would be of that type. One "Publish or Perish." (2014); http://www.harzing.com/pop.
important exception is Shum and Fergusen's (2012) article. htm .
This article was theoretical in nature and had 79 citations as Shum, S. B., & Fergusen, R. (2012). Social learning
of this writing. It was a foundational piece about a new idea,analytics. Journal of Educational Technology and Society
which is probably why it has received so many citations. 15(3), 3-26.
We found that on average, articles received 8.6 citations,
Tselios, N., Daskalakis, S., & Papadopoulou, M. (2011).
and that for the four-year period considered, the journal had
Assessing the acceptance of a blended learning universi-
an h-index of 32. This h-index score indicates that between
ty course. Journal of Educational Technology & Society
2010-2014 there were at least 32 articles from the journal
14(2), 224-235.
that were cited at least 32 times.
Türel, Y. K., & Johnson, T. E. (2012). Teachers' belief and
Conclusion use of interactive whiteboards for teaching and learning.
In conclusion we found that the Journal of Educational Journal of Educational Technology & Society 15(1),
381-394.
Technology and Society represents an important part of the
educational technology field. It provides a forum whereZervas, new P., Tsitmidelli, A., Sampson, D. G., Chen, N.-S., &
ideas are able to be cultivated and new technology is Kinshuk. (2014). Studying research collaboration patterns
experimented with in preliminary stages. Most of the articles via coauthorship analysis in the field of TeL: The case of
have a quantitative component to them, and most of the the Journal of Educational Technology & Society Journal.
authors are from outside the United States, with a large Journal of Educational Technology & Society 17(4), 1-16.
concentration in Asia. The journal maintains a high ISI impact Zheng, L., Huang, R., & Yu, J. (2014). Identifying computer-
factor (1.340), and publishes a large number of articles each supported collaborative learning (CSCL) research in
year. □ selected journals published from 2003 to 2012: A content
analysis of research topics and issues. Journal of
Educational Technology & Society 17(4), 335-351.
References

"Aims and Scopes." (2014); http://www.ifets.info/scope.phpCasey .D. Wright Is a graduate student interested in the
research and design of teaching, learning, and assessing of
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating
preservice teachers' development of technological, soft skills, in particular, collaborative innovation ( e-mail :
peda-
casey.wright@byu.edu).
gogical, and content knowledge (TPACK). Journal of Christina R. Catron is an
Educational Technology & Society, 13(4), 63-73. undergraduate interested in learning theory, motivation in
K-12 students, and opportunities for post-baccalaureate
El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining
studies. Jackson /. Isiko is a prospective graduate student
mobile learning in the higher education landscape.
interested in improving instructional design in the IT
Journal of Educational Technology & Society 13(3),
industry and poorly developed countries in areas like Africa.
12-21.
Esther E. Marshall is a graduate student studying
Gu, X., Zhu, Y. & Guo, X (2013). Meeting the "Digital
educational inquiry, measurement, and evaluation. She is
Natives": Understanding the acceptance of technology in
particularly interested in assessment and measurement for
classrooms. Journal of Educational Technology & Society
K-6 students. Ben D. Nielsen is a graduate student interested
16(1), 392-402. in mobile learning, social media and education, and informal
Hsu, Y.-C., Ho, H. N. J., Tsai, C.-C., Hwang, G.-J., Chu, learning.
H.- Richard E. West, a contributing editor and editor of
C., Wang, C.-Y., & Chen, N.-S. (2012). Research trendsthis in series, is an assistant professor researching collaborative
technology-based learning from 2000 to 2009: A content innovation and online collaborative learning. His research,
analysis of publications in selected journals. Journal presentations,
of and other scholarly contributions are available
Educational Technology & Society 15(2), 354-370. at http://richardewest.com .

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