https://journals.uair.arizona.edu/index.php/itet/issue/feedIssues and Trends in Learning Technologies2020-07-01T22:18:38-07:00Margherita Bertiberti@email.arizona.eduOpen Journal SystemsIssues and Trends in Learning Technologies (ITLT) is a peer-reviewed open access journal that covers current issues and trends in educational technology theory, design, development and assessment.https://journals.uair.arizona.edu/index.php/itet/article/view/23808EDITORIAL: Reflections on Open Access2020-06-24T20:52:54-07:00Betul Czerkawskibcozkan@email.arizona.eduNicole Schmidtnicoleschmidt@email.arizona.edu<p><span style="font-size: 12pt; font-family: 'Times New Roman'; color: #000000; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 12pt; font-family: 'Times New Roman'; color: #000000; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 12pt; font-family: 'Times New Roman'; color: #000000; background-color: transparent; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">At the most basic level, open access refers to profit versus non-profit academic publishing processes and procedures. This means that in an open access system, there are no fees paid to the publishers to either publish or view a scholarly work. Today many universities value open access journals as much as they value subscription-based journal publications. <em>Issues and Trends in Learning Technologies</em> is particularly interested in supporting graduate students and young scholars who are new in the publishing process. Please keep those papers coming in.</span></span></span></p><p><span style="font-size: 12pt; font-family: 'Times New Roman'; color: #000000; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 12pt; font-family: 'Times New Roman'; color: #000000; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 12pt; font-family: 'Times New Roman'; color: #000000; background-color: transparent; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br />DOI:10.2458/azu_itlt_v8i1_czerkawski<br />. </span></span></span><strong id="docs-internal-guid-c5377c83-7fff-1a21-acf6-301affa59e68" style="font-weight: normal;"></strong></p>2020-06-24T20:52:54-07:00Copyright (c) 2020 Issues and Trends in Learning Technologieshttps://journals.uair.arizona.edu/index.php/itet/article/view/23755Google Dictionary: A Critical Review2020-07-01T22:18:38-07:00Musa Nushim_nushi@sbu.ac.irAfshin Moradiafshin.moradi.jr@gmail.com<p>In an increasingly digital world, online educational resources, apps and other technologies can serve as incredibly effective tools to facilitate both teaching and learning. One such online tool is the Google Dictionary. The dictionary, an online service of Google, is probably one of the simplest dictionaries for English learners. The definitions usually use simple words and therefore are easy to understand. In addition to the definitions, examples, pictures, and usage notes there is a separate pronunciation entry with interesting characteristics. This newly added entry provides users with pronunciation of a word in two different accents, visemes, slow playback and an option that lets Google to have feedback from the users. This review paper offers a descriptive account of the entry, along with critical evaluation including its strong points and limitations. The review concludes with some suggestions to improve the educational quality of the pronunciation entry<em>.</em></p><p>DOI:10.2458/azu_itlt_v8i1_nushi</p>2020-06-24T20:52:54-07:00Copyright (c) 2020 Issues and Trends in Learning Technologieshttps://journals.uair.arizona.edu/index.php/itet/article/view/23207Connecting the Past to the Future of Computer-assisted Language Learning: Theory, Practice, and Research2020-06-24T20:52:55-07:00Yiting Hanyitinghan@email.arizona.edu<p>Computer-assisted language learning (CALL) has established itself as a fruitful area of inquiry that contributes to language education and educational technology. CALL has witnessed the endeavor of exploiting technology for robust and meaningful language learning and teaching from scholars over a period of more than fifty years. With the continued advancement of technology, the field of CALL are facing new challenges and possibilities in terms of theory, practice, and research in this new era. Thus, a review of major trends in past CALL and a critical projection of future CALL are needed in order to capture the dynamics and opportunities for future technology-enhanced language learning. This article provides an overview of the evolution of theory and practice in CALL research. The author explores the state of the art and important future areas of inquiry of CALL by addressing emerging technologies. This paper concludes with theoretical and methodological considerations for approaching CALL today and beyond.</p><p>DOI:10.2458/azu_itlt_v8i1_han</p>2020-06-24T20:52:55-07:00Copyright (c) 2020 Issues and Trends in Educational Technology