Search results for author:"Joke Voogt"
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Joke Voogt
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Joke Voogt
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EDUsummIT 2013 Call to Action: Outcomes from the 2013 International Summit on ICT in Education
Joke Voogt; Gerald Knezek; Michael Searson
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1016–1021
EDUsummIT is a global community of policy-makers, researchers, and educators working together to move education into the digital age. The first assembly of the International Summit on ICT in Education took place in 2009, in The Hague, The...
Topics: New Possibilities with Information Technologies, Information Technology Diffusion/Integration
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Determinants of the sustainability of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills
Ayoub Kafyulilo; Petra Fisser; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2130–2136
Teacher design team was introduced to in-service science teachers in Tanzania between 2011 and 2012 as a professional development arrangement for developing technology integration knowledge and skills. This study was conducted to investigate the...
Topics: New Possibilities with Information Technologies, Information Technology Education, Information Technology Diffusion/Integration
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Distance Learning Enrichment: Perspectives from the International Handbook of Information Technology in Primary and Secondary Education
John Southworth; Curtis Ho; Bert Kimura; Gerald Knezek; Joke Voogt
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 2319–2322
This panel session introduces three examples of distance learning enrichment activities and provides the basis for audience-panel dialog comparing and contrasting benefits and limitations of various approaches. The foundation for the panel comes...
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Measuring TPACK... Yes! But how? A working session
Petra Fisser; Lara Ervin; Joke Voogt; Matt Koehler
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 907–908
Many instruments are being developed within the international TPACK community. This roundtable session would serve as an opportunity to begin the dialogue necessary to the creation of an instrument that pulls together lessons learned from previous...
Topics: Technological, Pedagogical Content Knowledge, Research & Evaluation
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Research-informed Strategies to address Educational Challenges in a Digitally Networked World: The EDUsummIT 2013 Action Agenda
Joke Voogt; Gerald Knezek; Mike Searson; Kwok-Wing Lai; David Gibson; Ferial Khaddage
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1022–1023
EduSummIT is a global community of policy-makers, researchers, and educators working together to move education into the digital age. EDUsummIT 2013 took place in Washington DC and resulted in an action agenda for researchers, policy makers and...
Topics: New Possibilities with Information Technologies, Information Technology Diffusion/Integration, International Education
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How teacher education institutions cope with challenges of teaching and learning in the digital age
Joke Voogt; Maurice Schols; Jeroen Bottema; Hans van Bergen; Nanda van der Stap; Anna Tomson; Michael Nieweg; Jan-Willem Doornenbal; Bas Bakker; Anneke Smits; Ann Thompson
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2821–2823
The assumption underlying the symposium is that teacher education institutions have a dual challenge. At the one hand they need to prepare pre-service students for teaching and facilitating learning in the digital age, including the use of...
Topics: Information Sciences, Sciences, Distance/Flexible Education, International Education
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Teacher Design Knowledge for Technology Enhanced Learning: An Ecological Framework for Investigating Assets and Needs
Susan McKenney; Yael Kali; Lina Markauskaite; Joke Voogt
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 2 (March 2015) pp. 181–202
Despite the fact that teaching is increasingly referred to as a design science, teacher education programs devote relatively little time to developing expertise in the design of instruction, beyond lesson planning. Yet today's teachers not only ...
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Collaborative Design as a Form of Professional Development
Joke Voogt; Therese Laferrière; Alain Breuleux; Rebecca C. Itow; Daniel T. Hickey; Susan McKenney
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 2 (March 2015) pp. 259–282
Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during...
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A Comparative Analysis of International Frameworks for 21st Century Competences: Implications for National Curriculum Policies
Joke Voogt; Natalie Pareja Roblin
Journal of Curriculum Studies Vol. 44, No. 3 (2012) pp. 299–321
National curricula need to change drastically to comply with the competences needed for the 21st century. In this paper eight frameworks describing 21st century competences were analysed. A comprehensive search for information about 21st century...
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Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania
Joke Voogt; Frank Tilya; Jan van den Akker
Journal of Science Education and Technology Vol. 18, No. 5 (October 2009) pp. 429–438
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in...
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Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice
Douglas Agyei; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2992–2999
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...
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Learning vocabulary through a serious game in Primary Education
Maaike Heitink; Petra Fisser; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2845–2850
This study explored the effect of a serious game on the vocabulary of students in primary education. 206 students and 10 teachers used the game during vocabulary lessons in three conditions: (a)online game and vocabulary instruction, (b)online game...
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Supporting teachers’ collaboration in design teams to develop Technological Pedagogical Content Knowledge: the case of science teachers in Tanzania
Ayoub Kafyulilo; Petra Fisser; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4692–4697
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 ...
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TPACK development in teacher design teams: assessing the teachers’ perceived and observed knowledge
Ayoub Kafyulilo; Petra Fisser; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4698–4703
In this study, teacher design teams were adopted as a professional development approach to develop Technological Pedagogical Content Knowledge (TPACK) among science teachers at Kibasila secondary school in Tanzania. Twelve science teachers...
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Preparing Teachers to Teach Digital Citizenship
Michael Searson; Bonnie Sutton; David Whittier; Robert Plants; David Gibson; Joke Voogt; Marilyn Ochoa; Vic Sutton
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 1945–1947
A team of SITE leaders was awarded a highly competitive “Digital Citizenship Award” from Facebook to explore the role of digital citizenship in teacher education. The focus of the SITE “Preparing Teachers to Teach Digital Citizenship” project is...
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Measuring TPACK: Part 2
Joke Voogt; Punya Mishra; Ann Thompson; Denise Crawford; Wei Wang; Dale Niederhauser; Petra Fisser; Jo Tondeur; Johan van Braak; Ayoub Kafyulilo; Douglas Agyei
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2484–2487
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...
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Courseware Evaluation by Teachers: An Implementation Perspective
Joke Voogt
Computers & Education Vol. 14, No. 4 (1990) pp. 299–307
Describes study that investigated teachers' criteria for the use of courseware packages in Dutch junior high school physics classes. The development of a courseware evaluation instrument is described; drill and practice, simulation, and tutorial...
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Designing technology for emergent literacy: The PictoPal initiative
Susan McKenney; Joke Voogt
Computers & Education Vol. 52, No. 4 (May 2009) pp. 719–729
PictoPal is the name of a technology-supported intervention designed to foster the development of emergent reading and writing skills in four and five year old children. Following the theoretical underpinnings and a brief description of PictoPal,...
Language: English
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Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience
Daan Farjon; Anneke Smits; Joke Voogt
Computers & Education Vol. 130, No. 1 (March 2019) pp. 81–93
The overall aim of this study was to map the technology integration of pre-service teachers at the start of their initial teacher education program, since beginning teachers indicated that they do not feel fully prepared to integrate technology...
Language: English
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Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis
Amina Cviko; Susan McKenney; Joke Voogt
Computers & Education Vol. 72, No. 1 (March 2014) pp. 68–79
The present study aims to provide insight into the value of different teacher roles in designing and implementing technology-rich learning activities for early literacy. Three cases, each with a different teacher role (executor-only, re-designer, co-...
Language: English
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Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities
Ferry Boschman; Susan McKenney; Joke Voogt
Computers & Education Vol. 82, No. 1 (2015) pp. 250–262
Research shows the benefits of collaborative design activity by teachers are that in their conversations (design talk) they develop technological pedagogical content knowledge (TPACK). While more and more teachers engage in collaborative design,...
Language: English
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Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology
Douglas D. Agyei; Joke M. Voogt
Computers & Education Vol. 56, No. 1 (January 2011) pp. 91–100
Research has shown that will (positive attitudes), skill (technology competency), and tool (access to technology tools) are all essential ingredients for a teacher to effectively integrate information technology into classroom practices. This study...
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Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence
Jo Tondeur; Johan van Braak; Guoyuan Sang; Joke Voogt; Petra Fisser; Anne Ottenbreit-Leftwich
Computers & Education Vol. 59, No. 1 (August 2012) pp. 134–144
This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons. A meta-ethnography approach was utilized to locate, critically appraise, and synthesize the results of...
Language: English
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Teacher educators' professional identity under construction: The transition from teaching face-to-face to a blended curriculum
Herma Jonker; Virginie März; Joke Voogt
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 71, No. 1 (April 2018) pp. 120–133
Language: English
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Using ICT to Foster (Pre) Reading and Writing Skills in Young Children
Joke Voogt; Susan McKenney
Computers in the Schools Vol. 24, No. 3 (Jan 18, 2008) pp. 83–94
This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images...
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Advancing perspectives of sustainability and large-scale implementation of design teams in Ghana's polytechnics: Issues and opportunities
Marie Afua Baah Bakah; Joke M. Voogt; Jules M. Pieters
International Journal of Educational Development Vol. 32, No. 6 (November 2012) pp. 787–796
Polytechnic staff perspectives are sought on the sustainability and large-scale implementation of design teams (DT), as a means for collaborative curriculum design and teacher professional development in Ghana's polytechnics, months after...
Language: English
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Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms
Hester S. van de Kuilen; Hulya Kosar Altinyelken; Joke M. Voogt; Wenceslas Nzabalirwa
International Journal of Educational Development Vol. 67, No. 1 (May 2019) pp. 64–72
This study explores why and how learner-centred pedagogy (LCP) as a policy has been adopted in Rwanda, despite ample evidence of the failure of LCP in developing countries. The case of Rwanda, as a late adopter, shows that at this stage of pedagogy...
Language: English
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Information and Communication Technologies in Hands-On Science: Emerging Trends Across Three Nations
Gerald Knezek; Hiromitsu Muta; Joke Voogt; Rhonda Christensen; David Moore; John Southworth; Marie Tada; Greg Jones
Journal of Computers in Mathematics and Science Teaching Vol. 19, No. 3 (2000) pp. 277–295
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....
Topics: Educational Technology, Information Communication Technologies, Information Sciences
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Collaborative e-learning course design: Impacts on instructors in the Open University of Tanzania
Kassimu Nihuka; Joke Voogt; Joke Voogt
Australasian Journal of Educational Technology Vol. 28, No. 2 (Jan 01, 2012)
Efforts by universities in sub-Sahara Africa to promote professional development of instructors in course design and delivery by e-learning technologies have often lacked meaningful impacts. This study investigated the impact of collaborative course ...
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Facilitating digital video production in the language arts curriculum
Susan McKenney; Joke Voogt; Joke Voogt
Australasian Journal of Educational Technology Vol. 27, No. 4 (Jan 01, 2011)
Two studies were conducted to facilitate the development of feasible support for the process of integrating digital video making activities in the primary school language arts curriculum. The first study explored which teaching supports would be...
Language: English
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Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice
Douglas Agyei; Joke Voogt
Australasian Journal of Educational Technology Vol. 30, No. 1 (Apr 03, 2014)
This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was...
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Elements of satisfactory online asynchronous teacher behaviour in higher education
Anneke Smits; Joke Voogt
Australasian Journal of Educational Technology Vol. 33, No. 2 (Jun 09, 2017)
In this study, differences were analysed between two groups of online teachers in a Master of Special Educational Needs program. One group scored high on student satisfaction and the second group received low student satisfaction ratings. Findings...
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Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design
Douglas Agyei; Joke Voogt
Australasian Journal of Educational Technology Vol. 28, No. 4 (Jan 01, 2012)
Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content...
Language: English
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Expert views on TPACK for early literacy: Priorities for teacher education
Susan Mckenney; Joke Voogt
Australasian Journal of Educational Technology Vol. 33, No. 5 (Oct 31, 2017)
Technology applications can make important contributions to improving learning outcomes in the domain of early literacy. However, to fully exploit the potential of educational technologies, teachers must have specific knowledge and skills. This...
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Developing technological pedagogical content knowledge in pre-service science teachers: Support from blended learning
Ghaida Alayyar; Petra Fisser; Joke Voogt
Australasian Journal of Educational Technology Vol. 28, No. 8 (Jan 01, 2012) pp. 1298–1316
The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service...
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ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge
Ayoub Kafyulilo; Petra Fisser; Jules Pieters; Joke Voogt
Australasian Journal of Educational Technology Vol. 31, No. 4 (Nov 01, 2015)
Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study...
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Eliciting teachers\u2019 technological pedagogical knowledge
Maaike Heitink; Joke Voogt; Petra Fisser; Liesbet Verplanken; Johan van Braak
Australasian Journal of Educational Technology Vol. 33, No. 3 (Jul 24, 2017)
This paper starts from the understanding that teachers\u2019 knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers\u2019 reasoning in relation to...
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Conditions for the successful implementation of teacher educator design teams for ICT integration: A Delphi study
Heleen Becuwe; Natalie Pareja Roblin; Jo Tondeur; Jeroen Thys; Els Castelein; Joke Voogt
Australasian Journal of Educational Technology Vol. 33, No. 2 (Jun 09, 2017)
Teacher educators often struggle to model effective integration of technology. Several studies suggest that the involvement of teacher educators in collaborative design is effective in developing the competences necessary for integrating information ...
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Teachers' Conceptualization and Enactment of Twenty-First Century Competences: Exploring Dimensions for New Curricula
Karmijn van de Oudeweetering; Joke Voogt
Curriculum Journal Vol. 29, No. 1 (2018) pp. 116–133
Despite the advocated importance of twenty-first century competences in education, it appears that they are not systematically integrated in national curricula, school curricula and classroom activities. Potential explanations can be found in the...
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A Blended In-service Arrangement for Supporting Science Teachers in Technology Integration
Joke Voogt
Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 83–109
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...
Topics: Teachers, Professional Development, Science, Secondary Education, Learning Outcomes, Information Communication Technologies, Students
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IT and curriculum processes: International trends and developments
Joke Voogt
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 2080–2083
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...
Topics: Educational Technology, Curriculum
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Teacher competencies for 21st century pedagogy
Joke Voogt
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1721–1726
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...
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Pre-Service Mathematics Teachers’ Learning and Teaching of Activity-Based Lessons Supported with Spreadsheets
Douglas Agyei; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4322–4329
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 ...
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Designing Learning Practices as Professional Development for Teacher Educators
Linda Odenthal; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 698–703
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 ...
Topics: Faculty, Research Methods, Teachers, Professional Development
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Pre-service teachers’ competencies for technology integration: Insights from a mathematics-specific instructional technology course
Douglas Agyei; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1094–1099
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...
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Teacher Design of Technology for Emergent Literacy: An Explorative Feasibility Study
Susan McKenney; Joke Voogt
Australasian Journal of Early Childhood Vol. 37, No. 1 (March 2012) pp. 4–12
The active participation of teachers in designing classroom learning experiences contributes to teacher abilities to facilitate learning. This paper reports on a case study of one Dutch teacher designing a technology-rich learning environment for...
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Serious gaming: a serious attempt to increase childrens’ vocabulary!
Petra Fisser; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1473–1476
Taaltreffers (“Word Score”) is an online serious game intended to increase the vocabulary of pupils in primary schools in the 10-12 age range. The game and the additional materials are designed with the model of Verhallen and Verhallen, in which...
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Pedagogical Dimensions of Effective Online Asynchronous Teacher Communication in Higher Education.
Anneke Smits; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 502–503
In this research teacher behaviour in online asynchronous discussions is studied. To this end teachers’ online messages were analyzed and correlated to measures of student satisfaction. Findings show a positive relation between student satisfaction...
Topics: Communication, Personality, Distance/Flexible Education, Graduate Education & Faculty Development, Research & Evaluation
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How to Prepare Teachers for the Next Century: Case Studies of Innovative Use of Technology in Pre-service Teacher Education
Joke Voogt; Linda Odenthal
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 1216–1220
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...
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Determining Teachers’ TPACK through observations and self-report data
Douglas Agyei; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2314–2319
This study reports an arrangement directed at the development of 12 pre-service teachers’ TPACK, by guiding them in developing, practicing and teaching lessons that integrate technology for the first time. Interview, observation, and survey data...