Technology, Pedagogy and Education seeks to serve the international education community by disseminating research findings regarding the use of information and communication technology (ICT) to improve teaching and learning. It explores the particular contribution that ICT can make to educational environments, focusing on empirical evidence derived from both quantitative and qualitative research designs, and on a critical analysis of the ways in which new technologies can support learning and teacher professional development in all phases of education. The journal aims to promote the advance of research and scholarship in its field; to provide a vehicle for the exchange and dissemination of reports regarding implementations and practices and research; to offer a forum for the debate of contemporary issues; to create an international arena for discussion of the role of ICT in education and professional development; and to develop greater awareness, understanding and cooperation between educators. Contributions are published in the form of original theoretical pieces, research reports, literature reviews, book reviews, and announcements about the development of theory and practice in the field of technology and pedagogy. All contributions are scrutinised by at least two international referees. The journal welcomes all contributions which extend or amplify what is already published in the field of technology and pedagogy, and which will be of interest to those involved in teacher education. It especially seeks to publish articles concerned with: • ICT practices and innovations in education – schools, teacher education, higher education and informal settings; • the theory and practice of ICT in teaching and professional development/learning/; • evaluation of the impact of ICT on teaching and learning; • social, cultural, political and economic aspects of ICT and pedagogy, particularly concerning better educational opportunities for disadvantaged learners; • pre-service teachers working with ICT in formal and informal settings; • learners working with ICT; • links between schools, training institutions and the wider community.