Editorial

In this editorial, the editor reflects on her 9 years of service as editor-in-chief of CITE Journal as well as the journal’s continued role as a leading venue for scholarship at the intersection of technology and teacher education. She reviews the progress made toward four strategic priorities established in 2017, including increasing the journal’s visibility and impact, fostering timely exchange of ideas, advancing research on emerging technologies, and promoting issues of diversity and equity in technology and teacher preparation. She also highlights how the journal has responded to major shifts in educational technology over the years, including the COVID-19 pandemic and the rise of artificial intelligence. She concludes by considering the ongoing role of the CITE Journal in shaping research and practice in teacher education.

The editorial summarizes results of the 2025 National Technology Leadership Summit as well as papers published in the current issue of this journal.

Interest in Artificial Intelligence (AI) has increased dramatically since the launch of ChatGPT in November 2022. While ChatGPT has captured the imagination of students and educators alike, several concerns have also emerged. In this editorial, we first discuss challenges and opportunities associated with the use of AI in K-16 Education broadly. We argue that the best way to address challenges and inappropriate uses of AI is by focusing on inclusion rather than exclusion. Thus, we discuss potential uses, risks, misuses, and opportunities associated with ChatGPT. We conclude with implications for teacher education, providing a series of recommended AI integration practices for teacher educators.

This issue of CITE Journal is unique in that it also moves beyond mere descriptions of tools and their affordances to discuss the role of emerging technologies (see also Mouza & Lavigne, 2012) in transforming education, learning and civic participation.

Teacher education leaders must attend to leadership practices that set direction, develop people, and redesign their programs of teacher education in order to develop technology, pedagogy, and technology knowledge and skills in preservice teachers. A planning framework to be used at the 2012 National Technology Leadership Summit is presented here. It highlights focus group results from deans and other college of education leaders as to the context-specific products and processes they would need to create at the local level.

A debate currently occurring in the research community centers around what qualifies as “high quality” education research.  This discussion was prompted by the U. S. Department of Education’s challenge to consider only “scientifically based research” in their funding and policies.  This article outlines some of the issues related to this topic.  It concludes with an invitation for interested researchers to continue this conversation.

The publishing process is often challenging for new educational technology scholars. This article provides insights into the publication process to help them understand and to increase the chances that their work will be accepted for publication in high-quality peer-reviewed journals. Suggestions for developing a program of research, a description of the peer-review process, a table of potential publication outlets, and examples of correspondence with editors are included to help demystify the process.