TY - BOOK TI - International handbook of information technology in primary and secondary education T2 - Springer international handbooks of education A3 - Voogt, Joke A3 - Knezek, Gerald CY - New York, NY DA - 2008/// PY - 2008 DP - Gemeinsamer Bibliotheksverbund ISBN VL - 20 LA - en PB - Springer Science+Business Media SN - 978-0-387-73314-2 UR - https://teachwithict.files.wordpress.com/2011/08/dede.pdf ER - TY - JOUR TI - ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana AU - Agyei, Douglas AU - Voogt, Joke T2 - Education and Information Technologies AB - Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana. KeywordsICT use–Professional development–Computer competencies–Mathematics education–Computer attitude–Ghana DA - 2011/12/01/ PY - 2011 DO - 10.1007/s10639-010-9141-9 DP - ResearchGate VL - 16 SP - 423 EP - 439 J2 - Education and Information Technologies ST - ICT use in the teaching of mathematics ER - TY - JOUR TI - Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice AU - Agyei, Douglas D. AU - Voogt, Joke T2 - Australasian Journal of Educational Technology AB - 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 characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program.  Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed. DA - 2014/// PY - 2014 DO - 10.14742/ajet.499 DP - ajet.org.au VL - 30 IS - 1 SP - 92 EP - 105 LA - en SN - 1449-5554 UR - https://ajet.org.au/index.php/AJET/article/view/499 Y2 - 2020/09/28/10:36:06 KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:2425905 KW - __finaldtb ER - TY - JOUR TI - Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania AU - Kafyulilo, Ayoub AU - Fisser, Petra AU - Voogt, Joke T2 - Education and Information Technologies AB - 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 Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching. DA - 2016/// PY - 2016 DO - 10.1007/s10639-014-9321-0 DP - Springer Link VL - 21 IS - 2 SP - 301 EP - 318 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-014-9321-0 Y2 - 2020/11/18/14:09:36 KW - CAREER development KW - CHEMISTRY education KW - Computer Software KW - Computers--Information Science And Information Theory KW - Cooperation KW - EDUCATIONAL technology KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational technology KW - Focus Groups KW - Foreign Countries KW - In-service science teachers KW - Interviews KW - Lesson design in teams KW - Lesson plans KW - MICROSOFT PowerPoint (Computer software) KW - Observation KW - PROFESSIONAL education KW - Professional Development KW - Professional development KW - Questionnaires KW - Reflection KW - SCIENCE teachers KW - SECONDARY schools KW - Science Instruction KW - Science Teachers KW - Science teachers KW - Secondary Education KW - Secondary Schools KW - Secondary school teachers KW - TPACK KW - Tanzania KW - Teaching Methods KW - Teamwork KW - Technology Integration KW - Technology Uses in Education KW - Technology integration knowledge and skills KW - Visual Aids KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Open systems KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096124 KW - __finaldtb ER - TY - JOUR TI - Factors affecting teachers’ continuation of technology use in teaching AU - Kafyulilo, Ayoub AU - Fisser, Petra AU - Voogt, Joke T2 - Education and Information Technologies AB - 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 be affected by the professional development program and by personal, institutional, and technological factors. Twelve teachers and three school leaders participated in the study. Data was collected through interviews. Findings showed that the continuation of technology use differed for the teachers involved in the professional development program. While all teachers reported to have gained knowledge and skills through the professional development program and were positive about technology use in education, only some teachers continued the use of technology. The data revealed that despite the challenges that all teachers in the sample encountered when using technology in their teaching (such as large classrooms, problems with electricity supply, lack of time and lack of technology tools), the encouragement of school management was a critical factor in teachers’ continuation of technology use. Implications of the findings are discussed. DA - 2016/// PY - 2016 DO - 10.1007/s10639-015-9398-0 DP - Springer Link VL - 21 IS - 6 SP - 1535 EP - 1554 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-015-9398-0 Y2 - 2020/11/18/14:06:55 ER - TY - JOUR TI - Curriculum flexibility in a blended curriculum AU - Jonker, Herma AU - März, Virginie AU - Voogt, Joke T2 - Australasian Journal of Educational Technology AB - This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given. DA - 2020/01/02/ PY - 2020 DO - 10.14742/ajet.4926 DP - ajet.org.au VL - 36 IS - 1 SP - 68 EP - 84 LA - en SN - 1449-5554 UR - https://ajet.org.au/index.php/AJET/article/view/4926 Y2 - 2022/10/10/09:56:38 KW - blended curriculum KW - case study research KW - collaborative design KW - curriculum flexibility KW - curriculum implementation KW - perceived curriculum KW - qualitative research ER - TY - JOUR TI - Supporting teachers learning through the collaborative design of technology-enhanced science lessons AU - Kafyulilo, Ayoub C. AU - Fisser, Petra AU - Voogt, Joke T2 - Journal of Science Teacher Education AB - 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 professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation. DA - 2015/// PY - 2015 DO - 10.1007/s10972-015-9444-1 DP - Taylor and Francis+NEJM VL - 26 IS - 8 SP - 673 EP - 694 SN - 1046-560X UR - https://doi.org/10.1007/s10972-015-9444-1 Y2 - 2020/11/18/14:10:53 KW - Design teams KW - Interconnected model of professional growth KW - Professional development KW - Support KW - TPACK KW - Teachers KW - Technology ER - TY - JOUR TI - Supporting teachers learning through the collaborative design of technology-enhanced science lessons AU - Kafyulilo, Ayoub C. AU - Fisser, Petra AU - Voogt, Joke T2 - Journal of Science Teacher Education AB - 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 professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation. DA - 2015/// PY - 2015 DO - 10.1007/s10972-015-9444-1 DP - Taylor and Francis+NEJM VL - 26 IS - 8 SP - 673 EP - 694 SN - 1046-560X UR - https://doi.org/10.1007/s10972-015-9444-1 Y2 - 2020/11/18/14:10:53 KW - Design teams KW - Interconnected model of professional growth KW - Professional development KW - Support KW - TPACK KW - Teachers KW - Technology ER - TY - JOUR TI - Supporting teachers learning through the collaborative design of technology-enhanced science lessons AU - Kafyulilo, Ayoub C. AU - Fisser, Petra AU - Voogt, Joke T2 - Journal of Science Teacher Education AB - 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 professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation. DA - 2015/// PY - 2015 DO - 10.1007/s10972-015-9444-1 DP - Taylor and Francis+NEJM VL - 26 IS - 8 SN - 1046-560X UR - https://www.researchgate.net/publication/288905073_Supporting_Teachers_Learning_Through_the_Collaborative_Design_of_Technology-Enhanced_Science_Lessons Y2 - 2020/09/28/10:33:04 KW - Design teams KW - Interconnected model of professional growth KW - Professional development KW - Support KW - TPACK KW - Teachers KW - Technology KW - _Source:Intuitive KW - _THEME: Open systems KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425910 KW - __finaldtb ER - TY - JOUR TI - ICT use in science and mathematics teacher education in Tanzania: Developing Technological Pedagogical Content Knowledge AU - Kafyulilo, Ayoub AU - Fisser, Petra AU - Pieters, Jules AU - Voogt, Joke T2 - Australasian Journal of Educational Technology AB - Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology in science and mathematics teaching. Pre-service teachers (N=22) participated in microteaching, hands-on training, collaborative lesson design in design teams, and reflection with peers. Pre- and post-assessment results of the pre-service teachers’ perceived knowledge and skills of integrating technology in teaching, showed significant changes in technology-related components of TPACK. We conclude that opportunities for pre-service teachers to participate in professional development programs that involve lesson design, teaching, evaluation and re-design, can be effective for the development of the knowledge and skills of integrating technology in science and mathematics teaching. DA - 2015/// PY - 2015 DO - 10.14742/ajet.1240 DP - ajet.org.au VL - 31 IS - 4 LA - en SN - 1449-5554 ST - ICT Use in Science and Mathematics Teacher Education in Tanzania UR - https://ajet.org.au/index.php/AJET/article/view/1240 Y2 - 2020/11/18/14:07:28 KW - TPACK KW - lesson design KW - microteaching KW - reflection KW - technology integration KW - training ER - TY - CHAP TI - Developing TPACK in science and mathematics teacher education in Tanzania: A proof of concept study AU - Kafyulilo, Ayoub AU - Fisser, Petra T2 - Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning A2 - Pieters, Jules A2 - Voogt, Joke A2 - Pareja Roblin, Natalie AB - Since 1997, the government of Tanzania has made several attempts at introducing technology into education. However, despite these efforts technology has not become integrated into educational practice. A main reason is that teachers do not embrace the use of technology in their teaching. This study was initiated to design, implement and evaluate a professional development arrangement aimed at promoting teachers’ use of technology in their teaching practice. The study started with a ‘proof of concept’ study. Based on experiences in Ghana and Kuwait, a professional development arrangement was developed that incorporated ‘learning technology by design’ to prepare pre-service science and math teachers for using technology in their teaching. The experiences from this study informed the design of a professional development arrangement for practicing science teachers. The iterative design, implementation and evaluation of the professional development arrangements will be presented and discussed. DA - 2019/// PY - 2019 DP - Springer Link SP - 139 EP - 155 LA - en PB - Springer International Publishing SN - 978-3-030-20062-6 ST - Developing TPACK in Science and Mathematics Teacher Education in Tanzania UR - https://doi.org/10.1007/978-3-030-20062-6_8 Y2 - 2021/01/25/14:41:51 ER - TY - JOUR TI - Recontextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools. AU - van de Kuilen, Hester AU - Altinyelken, Hulya Kosar AU - Voogt, Joke M. AU - Nzabalirwa, Wenceslas T2 - Compare: A Journal of Comparative and International Education AB - Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom observations of 12 effective primary and 12 effective secondary teachers working in eight well-performing schools; the analysis draws on Schweisfurth’s minimum standards for LCP. This Rwandan case reveals that the majority of primary and secondary teachers stimulated open and respectful classroom interactions. However, recontextualization of constructivism differed substantially between the two groups. Furthermore, the findings highlight the importance of more research into the dynamics between the various standards for LCP, and the interaction of these standards with contextual factors. DA - 2020/12/22/ PY - 2020 DO - 10.1080/03057925.2020.1847044 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 18 SN - 0305-7925 ST - Recontextualization of learner-centred pedagogy in Rwanda UR - https://doi.org/10.1080/03057925.2020.1847044 Y2 - 2022/05/24/16:28:25 KW - Learner-centred pedagogy KW - education reform KW - recontextualization KW - rwanda KW - teachers ER - TY - JOUR TI - Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms AU - van de Kuilen, Hester S. AU - Altinyelken, Hulya Kosar AU - Voogt, Joke M. AU - Nzabalirwa, Wenceslas T2 - International Journal of Educational Development AB - 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 diffusion the influence of global mechanisms and actors has been amplified. This study draws upon interviews with key stakeholders and relevant documents during the 2011–2016 period. The transfer process is examined by analysing the rationale offered and mechanisms deployed by the Rwandan government and aid agencies. DA - 2019/05/01/ PY - 2019 DO - 10.1016/j.ijedudev.2019.03.004 DP - ScienceDirect VL - 67 SP - 64 EP - 72 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Policy adoption of learner-centred pedagogy in Rwanda UR - https://www.sciencedirect.com/science/article/pii/S0738059318305480 Y2 - 2022/10/20/15:00:09 KW - Competence-based education KW - Curriculum reform KW - Education policy transfer KW - Learner-centred pedagogy KW - Policy adoption KW - Rwanda ER - TY - JOUR TI - Collaborative design as a form of professional development AU - Voogt, Joke AU - Laferriere, Therese AU - Breuleux, Alain AU - Itow, Rebecca C. AU - Hickey, Daniel T. AU - McKenney, Susan T2 - Instructional science DA - 2015/// PY - 2015 DO - 10.1007/s11251-014-9340-7 DP - Google Scholar VL - 43 IS - 2 SP - 259 EP - 282 ER - TY - JOUR TI - Sustainability and scalability in educational technology initiatives: Research-informed practice AU - Niederhauser, Dale S. AU - Howard, Sarah K. AU - Voogt, Joke AU - Agyei, Douglas D. AU - Laferriere, Therese AU - Tondeur, Jo AU - Cox, Margaret J. T2 - Technology, Knowledge and Learning DA - 2018/// PY - 2018 DO - 10.1007/s10758-018-9382-z DP - Google Scholar VL - 23 IS - 3 SP - 507 EP - 523 ST - Sustainability and scalability in educational technology initiatives ER -