Search results for author:"Dominik Petko"
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Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students?
Computers & Education Vol. 136, No. 1 (July 2019) pp. 75–86
In order to develop 21st-century skills, especially with respect to digital technologies, students are supposed to know how to use digital technologies for learning and problem solving. In recent years, approaches to personalized learning have been...
Research-Based Implications for Policy and Practice: Outcomes from EduSummIT 2017 – The Fifth International Summit on Information Technology in Education – Part 1
Gerald August Knezek; Joke Voogt; Rhonda Christensen; Koos Eichhorn; Henk Sligte; Rowland Baker; Dominik Petko; Miri Shonfeld; Anneke Smits; Dirk Ifenthaler; Mary Webb; Jo Tondeur; Sarah Howard
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 783–788
Through five EDUsummITs spanning 2009 – 2017, approximately 100 researchers, practitioners and policy makers from across the globe have gathered to discuss ways to fast track what researchers know about information technology in education, into...
Factors affecting pre- and in-service use of technology in teaching: Implications for research and practice – Part 1
Daan Farjon; Anneke Smits; Joke Voogt; Gerald Knezek; Rhonda Christensen; Dominik Petko; Doreen Prasse; Jo Tondeur; Ronny Scherer; Fazilat Siddiq; Teemu Valtonen; Erkko Sointu; Johan van Braak
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 604–607
This symposium aims to contribute to a better understanding of the factors that contribute to or impede pre- and in-service teachers to use technology in their teaching. Three models are central and discussed in the contributions to the symposium....
Exploring the Impact of Stakeholder Engagement on the Integration of Educational Technology in Elementary Schools: Expanding the Will-Skill-Tool Model with Contextual Variables
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1068–1074
The “will-skill-tool” model has been one of the most concise models for examining educational technology integration in schools. In addition, studies have shown that its three core factors – teacher beliefs, teacher skills and the quality of the...
Topics: Technology Leadership
The Interplay of School Readiness and Teacher Readiness for Educational Technology Integration: A Structural Equation Model
Computers in the Schools Vol. 35, No. 1 (2018) pp. 1–18
Decades of research have shown that technological change in schools depends on multiple interrelated factors. Structural equation models explaining the interplay of factors often suffer from high complexity and low coherence. To reduce complexity, a ...
Rhonda Christensen; Koos Eichhorn; Sarah Prestridge; Dominik Petko; Henk Sligte; Rowland Baker; Ghaida Alayyar; Gerald Knezek
Technology, Knowledge and Learning Vol. 23, No. 3 (2018) pp. 457–472
Learning leaders have important roles in facilitating and supporting the effective and innovative integration of technology in schools. Many leaders who are charged with the task of technology integration have not received professional development...
British Journal of Educational Technology Vol. 47, No. 1 (Jan 01, 2016) pp. 151–163
Serious games are generally considered to induce positive effects in the areas of learning motivation and learning gains. Yet few studies have examined how these factors are related. Therefore, an empirical study was conducted to test the...
Computers & Education Vol. 84, No. 1 (May 2015) pp. 49–61
Past research has suggested that innovation processes in schools are more successful when they are participatory and voluntary. To examine this notion, we categorized schools into one of four different innovation-process types, based on group...
Supporting learning with weblogs in science education: A comparison of blogging and hand-written reflective writing with and without prompts
Themes in Science and Technology Education Vol. 7, No. 1 (Sep 10, 2014) pp. 3–17
The goal of this study was to compare how weblogs and traditional hand-written reflective learning protocols compare regarding the use of cognitive and metacognitive strategies for knowledge acquisition as well as learning gains in secondary school...
Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations
Computers & Education Vol. 58, No. 4 (May 2012) pp. 1351–1359
The ‘will, skill, tool’ model is a well-established theoretical framework that elucidates the conditions under which teachers are most likely to employ information and communication technologies (ICT) in the classroom. Past studies have shown that...
Writing Learning Journals with Weblogs: Didactic Principles and Technical Developments in the www.learninglog.org Open Source Project
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 2267–2271
Abstract: Learning journals are a proven approach for promoting learning strategies and metacognition. Weblogs are capable of enhancing some of the potentials of traditional learning journals through the specific capacities of digital media. To...