About the Journal

Mission Statement
Review Policy
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Mission Statement

The mission of The Journal of Interactive Technology and Pedagogy (ISSN 2166-6245) is to promote open scholarly discourse around critical and creative uses of digital technology in teaching, learning, and research. Educational institutions have often embraced instrumentalist conceptions and market-driven implementations of technology that overdetermine its uses in academic environments. Such approaches underestimate the need for critical engagement with the integration of technological tools into pedagogical practice. JITP endeavors to counter these trends by recentering questions of pedagogy in our discussions of technology in higher education. The journal also works to change what counts as scholarship—and how it is presented, disseminated, and reviewed—by allowing contributors to develop their ideas, publish their work, and engage their readers using multiple formats.

We are committed first and foremost to teaching and learning, and intend that the journal itself—both in process and in product—provide opportunities to reveal, reflect on, and revise academic publication and classroom practice.

JITP is currently in the midst of a migration from the CUNY Academic Commons to Manifold. Issue 21 is available on our site on CUNY’s Manifold instance. We look forward to launching the Manifold version of our archived editions in early 2023.

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Review Policy

We practice open, rather than anonymous or so-called “blind,” peer review. For more information on the values that led us to this transparent review process, please see the Introduction to our first issue. We believe that peer review has much to offer the academic community, and therefore all work appearing in the Issues section of JITP is reviewed independently by two scholars in the field, who provide signed, formative feedback to the author in order to produce the best quality final product.

At the same time, we also believe that the academic community has much to gain in broadening the definition of peer review, and therefore our Tool Tips, Teaching Fails, Assignments, Opinions, and Book Reviews sections operate under a publish-then-peer-review model. We invite our knowledgeable readership to join our editorial collective and esteemed board members in rich, constructive, public conversation with our authors about their ideas—and to start new conversations by becoming authors yourselves. Submissions for these sections will be accepted on a rolling basis. For more information, please see the Guidelines for Authors.

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Managing Editor

Patrick DeDauw, CUNY Graduate Center

Assignments Editors

Nicole ZeftelSUNY Buffalo
Chanta Palmer, Lehman College, CUNY

Blueprints Editor

Inés Vañó García, Saint Anselm College

Reviews Editors

Sarah Whitcomb Laiola, Coastal Carolina University
Gregory Palermo, Emory University

Teaching Fails Editors

Kelly Hammond, CUNY Graduate Center
Laura Wildemann Kane, Worcester State University

Tool Tips Editor

Zachary Muhlbauer, CUNY Graduate Center

Behind the Seams Editor

Zachary Muhlbauer, CUNY Graduate Center

Copyeditors

Elizabeth AlsopCUNY School of Professional Studies
Courtney Dalton, Cornell University
Kelly HammondCUNY Graduate Center
Jojo Karlin, New York University
Benjamin Miller, University of Pittsburgh
Sarah Soanirina Ohmer, Lehman College, CUNY
Brandon Walsh, University of Virginia
Anna Zeemont, CUNY Graduate Center
Nicole Zeftel, SUNY Buffalo
Dominique ZinoLaGuardia Community College, CUNY

Style and Structure Editors

Benjamin Miller, University of Pittsburgh
sarah Oanirina OhmerLehman College, CUNY

Staging Editors

Anne Donlon, Modern Language Association
Kelly HammondCUNY Graduate Center
Laura Wildemann Kane, Worcester State University
Anna Alexis Larsson, CUNY Graduate Center
Krystyna Michael, Hostos Community College, CUNY
Benjamin Miller, University of Pittsburgh
Gregory Palermo, Emory University
Danica Savonick, SUNY Cortland
sava saheli singh, York University
Inés Vañó GarcíaSaint Anselm College

Communication & Outreach

Nikki Fragala Barnes, University of Central Florida
Inés Vañó García, Saint Anselm College
Charles LoganNorthwestern University
Zachary MuhlbauerCUNY Graduate Center
Mike RifinoCUNY Graduate Center
Danica Savonick, SUNY Cortland

Governance & Oversight

Jojo KarlinNew York University
Amanda LicastroStevenson University
Inés Vañó García, Saint Anselm College
Patrick DeDauw (ex officio), CUNY Graduate Center

Website Management

Benjamin Miller, University of Pittsburgh
Gregory Palermo, Emory University
sava saheli singh, York University
Brandon WalshUniversity of Virginia

Editorial Collective

Elizabeth AlsopCUNY School of Professional Studies
Nikki Fragala Barnes, University of Central Florida
Courtney DaltonCornell University
Patrick DeDauw, CUNY Graduate Center
Anne Donlon, Modern Language Association
Kelly HammondCUNY Graduate Center
Laura Wildemann Kane, Worcester State University
Jojo Karlin, New York University
Sarah Whitcomb Laiola, Coastal Carolina University
Anna Alexis Larsson, CUNY Graduate Center
Amanda Licastro, Stevenson University
Charles LoganNorthwestern University
Krystyna Michael, Hostos Community College, CUNY
Benjamin Miller, University of Pittsburgh
Zachary MuhlbauerCUNY Graduate Center
Sarah Soanirina Ohmer, Lehman College, CUNY
Gregory Palermo, Emory University
Chanta Palmer, Lehman College, CUNY
Kush PatelManipal Academy of Higher Education
Mike RifinoCUNY Graduate Center
Rolando RodriguezUniversity of North Carolina at Chapel Hill
Danica Savonick, SUNY Cortland
sava saheli singh, York University
Inés Vañó GarcíaSaint Anselm College
Brandon WalshUniversity of Virginia
Anna Zeemont, CUNY Graduate Center
Nicole Zeftel, SUNY Buffalo

Guest Editors

Chris Gilliard, Macomb Community College
Peter M. Gray, Queensborough Community College 
Marla L. Jaksch, The College of New Jersey
Ellen ProkopThe Frick Art Reference Library
Victoria Szabo, Duke University

Past Editorial Collective Members

Tatiana (Tati) Ades, Borough of Manhattan Community College, CUNY
Param AjmeraCUNY Graduate Center
Stephen BrierCUNY Graduate Center
Lisa Brundage, Macaulay Honors College, CUNY
Chris Caruso, CUNY Graduate Center
Gregory T. Donovan, Fordham University
Charlie Edwards, CUNY Graduate Center
Caroline Erb-Medina, CUNY Graduate Center
Shelly Eversley, Baruch College, CUNY
Claire Fontaine, CUNY Graduate Center
Tyler Fox, Simon Fraser University and University of Washington
Anke Geertsma, CUNY Graduate Center
Mikhail Gershovich, Baruch College, CUNY
Matthew K. Gold, CUNY Graduate Center
Amanda Starling Gould, Duke University
Kiersten A. Greene, State University of New York at New Paltz
Marina HassapopoulouNew York University
Carlos Hernandez, Borough of Manhattan Community College
Mei Ling Israel, Bard Graduate Center
Sarah Ruth Jacobs, CUNY Graduate Center
Kimon Keramidas, New York University and CUNY Graduate Center
Stephen Klein, CUNY Graduate Center
Andrew Lucchesi, CUNY Graduate Center
Michael MandibergCollege of Staten Island and CUNY Graduate Center
Renee McGarry, Sotheby’s Institute of Art
Michelle McSweeneyPratt Institute and CUNY Graduate Center
Jesse Merandy, CUNY Graduate Center
Angel David Nieves, Northeastern University
Teresa Ober, University of Notre Dame
Christy Pottroff, Merrimack College
Christine Renee SnyderCUNY Graduate Center
Suzanne Tamang, Stanford University
Kikuko Tanaka, CUNY Graduate Center
Joseph Ugoretz, Macaulay Honors College, CUNY
Leila Walker, St. Lawrence University
Luke Waltzer, CUNY Graduate Center
Alessandro Zammataro, CUNY Graduate Center
Dominique ZinoLaGuardia Community College, CUNY

Editorial Advisory Board

Gardner Campbell, Virginia Commonwealth University
Dan Cohen, Digital Public Library of America
Cathy Davidson, CUNY Graduate Center
Stephen Duncombe, New York University
Kathleen Fitzpatrick, Modern Language Association
Jim Groom, University of Mary Washington
Gail Hawisher, University of Illinois at Urbana-Champaign
Katherine Hayles, Duke University
David Jaffee, Bard Graduate Center
Mills Kelly, George Mason University
Virginia Kuhn, University of Southern California
George Otte, CUNY Graduate Center
Rita Raley, University of California Santa Barbara
Howard Rheingold, Stanford University
Mark Sample, Davidson College
Tom Scheinfeldt, George Mason University
Siva Vaidhyanathan, University of Virginia

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