What is critical in EdTech research?

There are a number of editors on the editorial board for Critical Studies in Teaching and Learning (CriSTaL), whose interest lies in educational technologies, emerging technologies, ICTs in education, digital education, and digital pedagogies; these are just some of the many terms that are used in our field. These are usually the editors I, Daniela, as managing editor, draw on, when we get submissions from authors on issues around the use of technology in learning and teaching. We receive many submissions, especially since the COVID-19 pandemic, but the rejection rate is also increasing due to the majority of the papers failing to meet CriSTaL’s aim and scope. I invited some of my editorial board colleagues into a conversation to chat about what we would like to see in a paper tackling technologies in learning and teaching and which papers we feel do not suit CriSTaL’s aims and scope.