學習、媒體和技術旨在激發關于數字媒體、數字技術和教育數字文化的辯論?！度A爾街日報》力求將對教育和學習、數字媒體和數字技術各方面采取關鍵方法的意見書納入其中，這些意見書主要從社會科學、人文科學和藝術的角度出發。該雜志在媒體教育、媒體和文化研究、電影和電視、通信研究、設計研究和普通教育研究等領域有著悠久的歷史。因此，學習、媒體和技術不是通用的“ed-tech”雜志。我們不希望出版在個別機構環境中對個別技術的無上下文研究、“如何在課堂上實際使用技術”指南，或對技術在教育中的未來潛力的推測。相反，我們邀請基于當代辯論的意見書，如：數字媒體與學習環境、教育機構和教育文化的互動方式數字時代知識、學習和教育學性質的變化教育背景下的數字媒體制作、消費與創意數字媒體如何在地方、國家和全球范圍內塑造（并被）教育實踐教育媒體和技術的社會、文化、經濟和政治性質教育數字媒體與民主與公平、社會公正和公共利益等問題的互動方式學習、媒體和技術從全球跨學科的角度分析這些問題，從社會科學、傳播和媒體研究、文化研究、哲學、歷史以及信息和計算機科學的學者和實踐者的最高質量的貢獻。編輯們鼓勵進行批判性和比較性分析，包括跨學科和跨文化界限的范例和方法。我們對一系列提交類型開放，如文獻評論、政策評論和實證研究。

Learning, Media and Technology aims to stimulate debate on digital media, digital technology and digital cultures in education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology - primarily from the perspective of the social sciences, humanities and arts. The journal has a long heritage in the areas of media education, media and cultural studies, film and television, communications studies, design studies and general education studies. As such, Learning, Media and Technology is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in education. Instead we invite submissions which build on contemporary debates such as: The ways in which digital media interact with learning environments, educational institutions and educational cultures The changing nature of knowledge, learning and pedagogy in the digital age Digital media production, consumption and creativity in educational contexts How digital media are shaping (and being shaped by) educational practices in local, national and global contexts The social, cultural, economic and political nature of educational media and technology The ways in which digital media in education interact with issues of democracy and equity, social justice and public good Learning, Media and Technology analyses such questions from a global, interdisciplinary perspective in contributions of the very highest quality from scholars and practitioners in the social sciences, communication and media studies, cultural studies, philosophy, history as well as in the information and computer sciencesThe Editors encourage critical and comparative analyses including paradigms and methodologies that cross disciplinary and cultural boundaries. We are open to a range of submission types such as literature reviews, policy critiques and empirical studies.