Results 4 resources
Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidenceTondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. - 2017 - Educational Technology Research and Development, 65(3), 555–575
This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative ﬁndings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The ﬁndings are reported in terms of ﬁve synthesis statements, describing...
Improving teacher professional development for online and blended learning: a systematic meta-aggregative reviewPhilipsen, B., Tondeur, J., Pareja Roblin, N., … Zhu, C. - 2019 - Educational Technology Research and Development, 67(5), 1145–1174
In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative...