Search results for author:"Joke M. Voogt"
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Pre-Service Mathematics Teachers' Learning and Teaching of Activity-Based Lessons Supported with Spreadsheets
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
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
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
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
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...
Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms
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...
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...