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 ...

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...

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...

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...

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

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

Research-Practice Interactions as Reported in Recent Design Studies: Still Promising, Still Hazy

Bart J. B. Ormel; Natalie N. Pareja Roblin; Susan E. McKenney; Joke M. Voogt; Jules M. Pieters

Educational Technology Research and Development Vol. 60, No. 6 (December 2012) pp. 967–986

This study portrays recent research-practice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a...