Search results for author:"Joke Voogt"
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Joke Voogt
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Joke Voogt
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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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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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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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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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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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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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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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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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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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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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Rethinking Learning in a Digital Age: Outcomes from EDUsummIT 2017
Joke Voogt; Gerald Knezek
Technology, Knowledge and Learning Vol. 23, No. 3 (2018) pp. 369–375
"Rethinking learning in the digital age" was the theme of EDUsummIT 2017, which was held in Borovets, Bulgaria in September, 2017. Approximately 100 policy makers, practitioners and researchers met to discuss key topics in nine Thematic...
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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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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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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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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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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...
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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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Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
Kassimu A. Nihuka; Joke Voogt
International Journal on E-Learning Vol. 10, No. 1 (January 2011) pp. 63–85
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...
Topics: Students, Competencies, eLearning, Teachers, Distance Education, Accessibility
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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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Examining Factors Affecting Beginning Teachers' Transfer of Learning of ICT-Enhanced Learning Activities in Their Teaching Practice
Douglas D. Agyei; Joke Voogt
Australasian Journal of Educational Technology Vol. 30, No. 1 (2014) pp. 92–105
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 ...
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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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Teacher Design in Teams as a Professional Development Arrangement for Developing Technology Integration Knowledge and Skills of Science Teachers in Tanzania
Ayoub Kafyulilo; Petra Fisser; Joke Voogt
Education and Information Technologies Vol. 21, No. 2 (2016) pp. 301–318
This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in...
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Pre-Service Mathematics Teachers' Learning and Teaching of Activity-Based Lessons Supported with Spreadsheets
Douglas D. Agyei; Joke M. Voogt
Technology, Pedagogy and Education Vol. 25, No. 1 (2016) pp. 39–59
In this study, 12 pre-service mathematics teachers worked in teams to develop their knowledge and skills in using teacher-led spreadsheet demonstrations to help students explore mathematics concepts, stimulate discussions and perform authentic tasks ...
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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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Supporting Teachers Learning through the Collaborative Design of Technology-Enhanced Science Lessons
Ayoub C. Kafyulilo; Petra Fisser; Joke Voogt
Journal of Science Teacher Education Vol. 26, No. 8 (2015) pp. 673–694
This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in "Teaching and Teacher Education," 18, 947-967, 2002) to unravel how science teachers' technology integration knowledge and skills developed in a ...
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Teachers Enacting a Technology-Rich Curriculum for Emergent Literacy
Amina Cviko; Susan McKenney; Joke Voogt
Educational Technology Research and Development Vol. 60, No. 1 (February 2012) pp. 31–54
PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching...
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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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Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning
Ghaida M. Alayyar; Petra Fisser; Joke Voogt
Australasian Journal of Educational Technology Vol. 28, No. 8 (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 teachers...
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Teachers as Co-Designers of Technology-Rich Learning Activities for Early Literacy
Amina Cviko; Susan McKenney; Joke Voogt
Technology, Pedagogy and Education Vol. 24, No. 4 (2015) pp. 443–459
Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought ...
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Pre-Service Teachers' TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course
Douglas D. Agyei; Joke M. Voogt
Technology, Pedagogy and Education Vol. 24, No. 5 (2015) pp. 605–625
This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre...
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Understanding Decision Making in Teachers' Curriculum Design Approaches
Ferry Boschman; Susan McKenney; Joke Voogt
Educational Technology Research and Development Vol. 62, No. 4 (August 2014) pp. 393–416
The goal of this study was to reach a better understanding of the intuitive decisions teachers make when designing a technology-rich learning environment. A multiple case-study design was employed to examine what kinds of factors (external...
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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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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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Implementing a Serious Vocabulary Game for Primary School Underachievers
Petra Fisser; Mila Bom; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1506–1511
This paper describes the use and evaluation of the serious game Word Score, a serious game designed to increase the vocabulary of pupils in upper primary school in the Netherlands. Word Score was used during a national project called Educational...
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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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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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Transforming Classroom Practices through Teachers’ Learning of TPACK: The Case of In-service Teachers at Kibasila Secondary School in Tanzania
Ayoub Kafyulilo; Petra Fisser; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2861–2869
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...
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Curriculum Flexibility in a Blended Curriculum.
Herma Jonker; Virginie März; Joke Voogt
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 450–455
This study offers insights into processes that play a role in realizing curriculum flexibility through the implementation of a blended curriculum. Curriculum flexibility is conceptualized in terms of adaptability and accessibility to students’ needs ...
Topics: Education reform with technology, Teacher education and technology integration
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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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Factors Affecting Teachers' Continuation of Technology Use in Teaching
Ayoub Kafyulilo; Petra Fisser; Joke Voogt
Education and Information Technologies Vol. 21, No. 6 (2016) pp. 1535–1554
This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to...
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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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Computational Thinking on Primary Education Teacher Education
Diane van der Linde; Joke Voogt
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 684–691
Computational thinking - as part of digital literacy - is given a place in the revision of the core objectives of Dutch primary and secondary education. This will have a direct impact on teacher education programmes, which will have to anticipate...
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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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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