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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.
The Editors welcome any papers on cognition, educational or training systems development using techniques from and applications in any technical knowledge domain: social issues and gender issues; curricula considerations, graphics, simulations, computer-aided design, computer integrated manufacture, artificial intelligence and its applications including intelligent tutoring systems and computer assisted language learning; hypertext and hypermedia; user interfaces to learning systems; management of technological change on campus and in local education; uses of advanced technology information systems, networks, terrestrial and satellite transmissions and distributed processing; and virtual reality in an educational context; state-of-the-art summaries and review articles.
Among education journals, Cognition and Instruction's distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical. Representative topics include:
Design experiments: Investigation of design principles for, implementation and functioning of innovative contexts for learning, including those made possible by new technologies.
The development and nurturing of interest and identity.
Teaching preparation and performance, including cultural and institutional aspects.
The nature of knowledge and meta-knowledge in the breadth of school subjects.
The relations between in- and out-of-school knowledge and performance.
Skilled performance in professional contexts.
Classroom and broader cultural practices fostering equitable access to learning.
Old and new literacies; the role of representation in individual and communal thought.
Well-motivated theoretical innovation; the development and study of empirical methods.
Research at multiple levels and involving multiple methods is welcomed.