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Joke Voogt, University of Twente, Faculty of Behavioural Sciences, Netherlands

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A Blended In-service Arrangement for Supporting Science Teachers in Technology Integration
Journal of Technology and Teacher Education(JTATE)18:1, January 2010

Joke Voogt, University of Twente, Netherlands

A blended in-service arrangement was designed to support Russian science teachers from rural schools in the integration of technology. Blended learning combines multiple delivery modes that are designed to complement each other and promote learning...

Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
International Journal on E-Learning(IJEL)10:1, January 2011

Kassimu A. Nihuka, Open University of Tanzania, Dar es Salaam, Tanzania; Joke Voogt, University of Twente, Enschede, Netherlands

In most sub-Sahara African countries, distance education is delivered using print materials complemented by a few face-to-face sessions. The approach is associated with a myriad of challenges some of which can be addressed by appropriately selected...

Information and Communication Technologies in Hands-On Science: Emerging Trends Across Three Nations
Journal of Computers in Mathematics and Science Teaching(JCMST)19:3, 2000

Hiromitsu Muta, Tokyo Institute of Technology, Japan; Marie Tada, St. Mary’s International School, Japan; Joke Voogt, University of Twente, Netherlands; Greg Jones, University of Texas at Austin, United States; David Moore, Mineral Wells Independent School District, United States; John Southworth, University of Hawaii, United States; Rhonda Christensen, Texas Center for Educational Technology, United States; Gerald Knezek, University of North Texas, United States

This article introduces a framework for classifying information and communication technologies (ICT) in hands-on science activ-ities in K-12 education. Exemplary projects from the USA and the Netherlands demonstrate the potential of the use of ICT....

Teacher competencies for 21st century pedagogy
Society for Information Technology & Teacher Education International Conference(SITE)2011:1

Joke Voogt, University of Twente, Netherlands

The potential of technology to realize 21st century pedagogies is recognized by many. In reality however teachers rarely utilize technology in their instructional practice. Are teachers not prepared for technology-enhanced teaching and learning in...

Twenty First Century Pedagogy for Technology Enhanced Learning
Society for Information Technology & Teacher Education International Conference(SITE)2011:1

Mary Webb, King's College London, United Kingdom; Margaret Cox, King’s College London, United Kingdom; Niki Davis, University of Canterbury, New Zealand; Joke Voogt, University of Twente, Netherlands

In the ‘knowledge society’ learners’ needs for knowledge, skills and competencies are changing and different learning opportunities are available. This symposium aims to explore the nature of new pedagogy incorporating ICT that is required to enable ...

Twenty First Century Pedagogy for Technology Enhanced Learning
Society for Information Technology & Teacher Education International Conference(SITE)2011:1

Mary Webb, King's College London, United Kingdom; Margaret Cox, King’s College London, United Kingdom; Niki Davis, University of Canterbury, New Zealand; Joke Voogt, University of Twente, Netherlands

In the ‘knowledge society’ learners’ needs for knowledge, skills and competencies are changing and different learning opportunities are available. This symposium aims to explore the nature of new pedagogy incorporating ICT that is required to enable ...

Designing Learning Practices as Professional Development for Teacher Educators
Society for Information Technology & Teacher Education International Conference(SITE)2000:1

Joke Voogt & Linda Odenthal, University of Twente, Netherlands

Since 1997 the Amsterdam Faculty of Education (EFA) has the status of experimental teacher-training programme. To support the experiment several research projects take place, aimed at providing the EFA with data that can guide the innovation...

Supporting teachers’ collaboration in design teams to develop Technological Pedagogical Content Knowledge: the case of science teachers in Tanzania
Society for Information Technology & Teacher Education International Conference(SITE)2013:1

Ayoub Kafyulilo, Petra Fisser & Joke Voogt, University of Twente, Tanzania

This study assessed the effect of support on the teachers’ collaboration in design teams and development of Technological Pedagogical Content Knowledge (TPACK). The study was carried out in two secondary schools in Tanzania: Chang’ombe and Jitegemee ...

The International Handbook Summit Call to Action for Learning with Technology in the 21st Century
Global Learn Asia Pacific(GLEARN)2010:1

Gerald Knezek, Society for Information Technology & Teacher Education (SITE), United States; Joke Voogt, University of Twente, Netherlands; Cathie Norris, University of North Texas, United States; Elliot Soloway, University of Michigan, United States; Ian Gibson, Macquarie University, Australia; Michael Searson, Kean University, United States

This panel session incorporates on-site and virtual presenters focusing on a "call for action" emerging from the International Handbook for Information Technology in Primary & Secondary Education (Springer, 2008; 136 authors from 23 nations)....

IT and curriculum processes: International trends and developments
Society for Information Technology & Teacher Education International Conference(SITE)2006:1

Joke Voogt, University of |Twente, Netherlands

There are great expectations about the potential of IT to enhance the K-12 curriculum, but educational practice also shows that this potential is not always realized. International case study research shows how promising IT-supported pedagogical...

Pre-Service Mathematics Teachers’ Learning and Teaching of Activity-Based Lessons Supported with Spreadsheets
Society for Information Technology & Teacher Education International Conference(SITE)2012:1

Douglas Agyei, University of Cape Coast, Ghana; Joke Voogt, University of Twente, Netherlands

Mathematics education research has shown that too few students have adequate mathematics comprehension or problem-solving skills. To make up for this lapse in student outcomes, mathematics teachers should be among the most enthusiastic in seeking to ...

Developing TPACK around the world: Probing the framework even as we apply it
Society for Information Technology & Teacher Education International Conference(SITE)2012:1

Petra Fisser, University of Twente, Netherlands; Joke Voogt, Douglas Agyei, Ayoub Kafyulilo & Ghaida Alayyar, University of Twente, Netherlands; Denise Schmidt-Crawford & Ann Thompson, Iowa State University, United States; David Gibson, simSchool, United States; Gerald Knezek, University of North Texas, United States; Jo Tondeur, Ghent University, Belgium

Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008)...

How to Prepare Teachers for the Next Century: Case Studies of Innovative Use of Technology in Pre-service Teacher Education
Society for Information Technology & Teacher Education International Conference(SITE)1999:1

Linda Odenthal & Joke Voogt, University of Twente

Innovative use of technology in education is becoming more of a necessity for present day education. Teachers need to be well prepared for the new demands posed to education in the 21st century. Three major directions of innovative use of...

Transforming Classroom Practices through Teachers’ Learning of TPACK: The Case of In-service Teachers at Kibasila Secondary School in Tanzania
Society for Information Technology & Teacher Education International Conference(SITE)2012:1

Ayoub Kafyulilo, Petra Fisser & Joke Voogt, University of Twente, Tanzania

This study investigated the extent to which teachers’ learning of Technological Pedagogical Content Knowledge (TPACK) has an impact on their technology use and classroom practices. The study involved 12 in-service teachers and 40 students from...

Measuring TPACK: Part 2
Society for Information Technology & Teacher Education International Conference(SITE)2013:1

Joke Voogt, University of Twente, Netherlands; Punya Mishra, Michigan State University, United States; Ann Thompson, Denise Crawford, Wei Wang & Dale Niederhauser, Iowa State University, United States; Petra Fisser, University of Twente, Netherlands; Jo Tondeur & Johan van Braak, Ghent University, Belgium; Ayoub Kafyulilo, Dar es salaam University College of Education, Tanzania; Douglas Agyei, University of Cape Coast, Ghana

Abstract: This symposium discusses several ways in which (pre-service) teachers’ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the...

Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice
Society for Information Technology & Teacher Education International Conference(SITE)2013:1

Douglas Agyei, University of Cape Coast, Ghana; Joke Voogt, Unervisty of Twente, Netherlands

This study examined 100 beginning teachers’ transfer of learning in utilizing Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program...

Pre-service teachers’ competencies for technology integration: Insights from a mathematics-specific instructional technology course
Society for Information Technology & Teacher Education International Conference(SITE)2012:1

Douglas Agyei, University of Cape Coast, Ghana; Joke Voogt, University of Twenete, Netherlands

A combination of various measures (self-report, learning outcomes and written reports) was employed to investigate 104 pre-service teachers’ competencies in spreadsheet integration after enrolling in an Instructional Technology course. The pre...

Collaborative curriculum-design to increase science teaching self-efficacy: a qualitative exploration of teacher interactions
Society for Information Technology & Teacher Education International Conference(SITE)2012:1

Chantal Velthuis, Edith Stein University for Teacher Education, Netherlands; Petra Fisser, Jules Pieters & Joke Voogt, University of Twente, Netherlands

Teachers’ sense of self-efficacy is a powerful predictor of their behavior in the classroom and student outcomes, because self-efficacy affects the effort they invest in teaching. The results of more self-confident primary teachers in science is...

TOWARDS A NEW CURRICULUM FOR PRE-SERVICE TEACHER EDUCATION: A RESPONSE TO THE CHALLENGE OF THE INFORMATION AGE
Society for Information Technology & Teacher Education International Conference(SITE)2000:1

Joke Voogt, University of Twente; Marco Snoek & Douwe Wielenga, Amsterdam Faculty of Education; Karel Aardse, Ichthus Faculty of Education

The information age challenges pre-service teacher education to change rapidly. This is the result of the catalytic impact of technology on the changes in society at large, and consequently on the changes in the role of learning and teaching in...

Information Technology in Education Worldwide, Part 1
Society for Information Technology & Teacher Education International Conference(SITE)2006:1

Joke Voogt, University of Twente, Faculty of Behavioural Sciences, Netherlands; Gerald Knezek, University of North Texas, United States; Kwok-Wing Lai, University of Otago, New Zealand; Rhonda Christensen, Institute for Integration of Technology into Teaching & Learning, Univ. North Texas, United States; Nancy Law, Centre for Information Technology in Education, Univ. of Hong Kong, Hong Kong

This symposium will feature selected topics from the International Handbook of Information Technology in Education – a work which will be composed of 80-100 chapters in 2 volumes when published by Springer in 2007. During the first hour of the...

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