Search results for author:"Johan van Braak"
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International Conference on Mathematics / Science Education and Technology 2000 (2000) pp. 220–225
A survey was performed to investigate the influence of personal factors on class use of computers. Subjects were 236 secondary school teachers who were using computers, either for teaching or non-teaching purposes. A logistic regression technique...
Computers & Education Vol. 36, No. 1 (2001) pp. 41–57
Describes a survey on factors influencing the use of computer mediated communication (CMC) by teachers in secondary schools in Brussels (Belgium). Results show predictors of CMC use included language teaching (due to a CMC project oriented toward...
Journal of Educational Computing Research Vol. 25, No. 2 (2001) pp. 141–57
Describes a study of Belgian secondary school teachers that investigated the relationship between computer use in the classroom and influencing factors on an individual level. Considers age, gender, teaching a technology-related subject, computer...
World Conference on Educational Media and Technology 2000 (2000) pp. 1534–1535
In this study, some figures are presented on the presence of a home computer, frequency of computer use and computer tasks among a large group of secondary school children in Belgium. In particular, relationships have been sought between the...
Computers & Education Vol. 43, No. 3 (November 2004) pp. 299–312
The first aim of this study was to develop an instrument of self-perceived computer competence and to assess differences among university students. For this purpose, two instruments were developed: "quantity of computer applications" (16 items) and "...
A New ICT Curriculum for Primary Education in Flanders: Defining and Predicting Teachers' Perceptions of Innovation Attributes
Educational Technology & Society Vol. 14, No. 2 (2011) pp. 124–135
Teachers play a pivotal role in implementing educational innovations and realising curriculum change. Consequently, their perceptions of innovations and curricula content are of crucial importance. In this study, teachers' perceptions of the new ICT ...
The Influence of Social-Demographic Determinants on Secondary School Children's Computer Use, Experience, Beliefs and Competence
Technology, Pedagogy and Education Vol. 14, No. 1 (March 2005) pp. 43–59
This study examines the impact of socio-economic status and gender on computer ownership and the computer profile of 518 pupils in Dutch-speaking secondary education in Brussels (Belgium). Computer profile is introduced as a concept gauging computer ...
The E-Capacity of Primary Schools: Development of a Conceptual Model and Scale Construction from a School Improvement Perspective
Computers & Education Vol. 55, No. 2 (September 2010) pp. 541–553
In the search for factors affecting the use of ICT in educational settings, several authors have presented holistic conceptual frameworks. In this study, we argue that while these models are valuable sources for conducting qualitative research, they ...
ICT Policy Planning in a Context of Curriculum Reform: Disentanglement of ICT Policy Domains and Artifacts
Computers & Education Vol. 58, No. 4 (May 2012) pp. 1339–1350
Researchers and policy makers around the world are increasingly acknowledging the importance of developing a school-based ICT policy plan to facilitate the integration of information and communication technology (ICT) in education. Despite this...
British Journal of Educational Technology Vol. 46, No. 5 (Sep 01, 2015) pp. 1056–1063
Information and communication technology (ICT) use became of major importance for primary schools across the world as ICT has the potential to foster teaching and learning processes. ICT use is therefore a central measurement concept (dependent...
Educational Studies Vol. 36, No. 3 (July 2010) pp. 341–344
An important step towards the successful integration of Information and Communication Technology (ICT) in schools is to facilitate their capacity to develop a school based ICT policy. However, one of the biggest challenges for schools is to gather...
Educational Technology on a Turning Point: Curriculum Implementation in Flanders and Challenges for Schools
Educational Technology Research and Development Vol. 57, No. 4 (August 2009) pp. 573–584
In this essay, we state that establishing technology curricula by national governments causes a shift in the policy actions of educational technology support: from a technical rationale with a main focus on funding and resources to a pedagogical...
European Journal of Psychology of Education Vol. 19, No. 4 (2004) pp. 407–422
In order to identify differences in determinants of supportive and class use of computers, path modelling was applied in a sample of 468 primary school teachers. Independent variables were categorised in three levels: demographics (age and gender),...
The Role of ICT in Early Childhood Education: Scale Development and Research on ICT Use and Influencing Factors
European Early Childhood Education Research Journal Vol. 23, No. 2 (2015) pp. 183–199
Nowadays, more and more authors are convinced that ICT (information and communication technology) in early childhood education provides multiple possibilities for young children. The current study, conducted in Flanders, aims to get a clearer...
Computers & Education Vol. 51, No. 1 (August 2008) pp. 212–223
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at class level. In contrast to these studies, the present research explores...
Student Teachers' Thinking Processes and ICT Integration: Predictors of Prospective Teaching Behaviors with Educational Technology
Computers & Education Vol. 54, No. 1 (January 2010) pp. 103–112
Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to...
World Conference on Educational Media and Technology 2004 (2004) pp. 3561–3567
Students and lecturers are the key actors in the introduction of e-learning at universities. The current article focuses on students' expectations of consequences of e-learning, studied by means of a survey-questionnaire (n=474). After developing...
Time for Action! ICT Integration in Formal Education: Key Findings from a Region-Wide Follow-Up Monitor
TechTrends: Linking Research and Practice to Improve Learning Vol. 59, No. 5 (September 2015) pp. 40–50
This paper is a report on the key findings of a region-wide monitoring study conducted in Dutch-speaking schools in Belgium. First, we elaborate on the building blocks of the instrument, which has been updated and improved since its first deployment ...
World Conference on Educational Media and Technology 2002 (2002) pp. 630–631
The introduction and implementation of e-learning in Belgian university education is a hot topic. In this paper we present the main results of a study concerning students' learning needs. Our analysis focuses on the type of academic education they...
Educational Technology Research and Development Vol. 61, No. 1 (February 2013) pp. 131–151
The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of ...
Understanding Structural and Cultural School Characteristics in Relation to Educational Change: The Case of ICT Integration
Educational Studies Vol. 35, No. 2 (May 2009) pp. 223–235
This study builds on the idea that school characteristics affect educational change, such as ICT integration. The goal of this inquiry is to explore both structural school characteristics (i.e. infrastructure, planning and support) and cultural...
TechTrends: Linking Research and Practice to Improve Learning Vol. 52, No. 2 (April 2008) pp. 23–26
As a significant step in the consolidation of the importance of technology in education, the Flemish Government recently (September 2007) introduced a formal technology curriculum for schools. This compulsory curriculum replaces already existing but ...
Predicting ICT Integration into Classroom Teaching in Chinese Primary Schools: Exploring the Complex Interplay of Teacher-Related Variables
Journal of Computer Assisted Learning Vol. 27, No. 2 (April 2011) pp. 160–172
Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables....
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...
Computers & Education Vol. 58, No. 4 (May 2012) pp. 1308–1317
In this study, teachers' acceptance and use of an educational portal is assessed based on data from two sources: usage data (number of logins, downloads, uploads, reactions and pages viewed) and an online acceptance questionnaire. The usage data is...
Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century
British Journal of Educational Technology Vol. 48, No. 2 (March 2017) pp. 462–472
The main objective of this study is to develop a self-report instrument to measure preservice teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with...
Preparing Pre-Service Teachers to Integrate Technology in Education: A Synthesis of Qualitative Evidence
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...
Jo Tondeur; Natalie Pareja Roblin; Johan van Braak; Joke Voogt; Sarah Prestridge; Alona Forkosh-Baruch; Miri Shonfeld; Merav Asaf; Maaike Heitink; Liebet Verplanken; Petra Fisser; Peter Albion
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3082–3085
Teacher training institutions are expected to prepare preservice teachers to integrate technology into their educational practice. However, several studies suggest that technology is often underused by preservice (eg. Mouza et al., 2014). There is a ...
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...
Petra Fisser; Joshua Rosenberg; Jolene Teske; Matthew Koehler; Punya Mishra; Joke Voogt; Jo Tondeur; Johan van Braak; Judi Harris; Charoula Angeli; Nicos Valanides; Andri Christodoulou; Karin Forssell; Leanna Archambault; Vicky Smart; Glenn Finger; Denise Schmidt-Crawford; Shu-ju Diana Tai; Wei Wang; Mary Herring
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 907–911
The Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators was critical to the development of the field of educational technology research and practice, but much has changed since its publication. The Handbook of Technological...
- van Braak, Johan (24)
- Tondeur, Jo (13)
- Vanderlinde, Ruben (9)
- Fisser, Petra (5)
- Valcke, Martin (5)
- Voogt, Joke (5)
- Aesaert, Koen (3)
- Goeman, Katie (3)
- Hermans, Ruben (3)
- Pynoo, Bram (3)