@article{albion_teachers_2015, title = {Teachers’ professional development for {ICT} integration: {Towards} a reciprocal relationship between research and practice}, volume = {20}, shorttitle = {Teachers’ professional development for {ICT} integration}, doi = {10.1007/s10639-015-9401-9}, number = {4}, journal = {Education and Information Technologies}, author = {Albion, Peter R. and Tondeur, Jo and Forkosh-Baruch, Alona and Peeraer, Jef}, year = {2015}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9401-9 2339240:U649AIAT 2405685:2YQNCPBE}, pages = {655--673}, } @article{niederhauser_sustainability_2018, title = {Sustainability and scalability in educational technology initiatives: {Research}-informed practice}, volume = {23}, shorttitle = {Sustainability and scalability in educational technology initiatives}, doi = {10.1007/s10758-018-9382-z}, number = {3}, journal = {Technology, Knowledge and Learning}, author = {Niederhauser, Dale S. and Howard, Sarah K. and Voogt, Joke and Agyei, Douglas D. and Laferriere, Therese and Tondeur, Jo and Cox, Margaret J.}, year = {2018}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10758-018-9382-z 2339240:YFP53NXL 2405685:9MN9XDN4}, pages = {507--523}, } @article{philipsen_improving_2019, title = {Improving teacher professional development for online and blended learning: a systematic meta-aggregative review}, volume = {67}, issn = {1556-6501}, shorttitle = {Improving teacher professional development for online and blended learning}, url = {https://www.researchgate.net/publication/330690661_Improving_teacher_professional_development_for_online_and_blended_learning_a_systematic_meta-aggregative_review}, doi = {10.1007/s11423-019-09645-8}, abstract = {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 approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.}, language = {en}, number = {5}, urldate = {2021-05-28}, journal = {Educational Technology Research and Development}, author = {Philipsen, Brent and Tondeur, Jo and Pareja Roblin, Natalie and Vanslambrouck, Silke and Zhu, Chang}, month = oct, year = {2019}, note = {Extra URL: https://doi.org/10.1007/s11423-019-09645-8 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-019-09645-8 2405685:BVQU5XV8 2534378:4WR2J4Z5}, pages = {1145--1174}, } @article{tondeur_understanding_2017, title = {Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence}, volume = {65}, issn = {1042-1629, 1556-6501}, shorttitle = {Understanding the relationship between teachers’ pedagogical beliefs and technology use in education}, url = {http://link.springer.com/10.1007/s11423-016-9481-2}, doi = {10.1007/s11423-016-9481-2}, abstract = {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 (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.}, language = {en}, number = {3}, urldate = {2021-05-29}, journal = {Educational Technology Research and Development}, author = {Tondeur, Jo and van Braak, Johan and Ertmer, Peggy A. and Ottenbreit-Leftwich, Anne}, month = jun, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-016-9481-2 10/gbgzn4 2339240:ZFEQC5I7 2405685:HIV77NKT}, pages = {555--575}, }