3. luento tieto- ja viestintätekniikan pedagogiset perusteet: tietokoneavuste...Jari Laru
Luento aiheesta tietokoneavusteinen yhteisöllinen oppiminen. Luennon runkona on käytetty tätä kirjankappaletta: "Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (p. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
Using Gartner’s Hype Curve as a basis to analyze research on the educational ...Jari Laru
Laru & Järvelä (2013). Using Gartner's Hype Cycle as a Basis to Analyze Research on the Educational Use of Ubiquitous Computing. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia. International Society of the Learning Sciences.
3. luento tieto- ja viestintätekniikan pedagogiset perusteet: tietokoneavuste...Jari Laru
Luento aiheesta tietokoneavusteinen yhteisöllinen oppiminen. Luennon runkona on käytetty tätä kirjankappaletta: "Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (p. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
Using Gartner’s Hype Curve as a basis to analyze research on the educational ...Jari Laru
Laru & Järvelä (2013). Using Gartner's Hype Cycle as a Basis to Analyze Research on the Educational Use of Ubiquitous Computing. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia. International Society of the Learning Sciences.
International Journal of Engineering Research and Applications (IJERA) aims to cover the latest outstanding developments in the field of all Engineering Technologies & science.
International Journal of Engineering Research and Applications (IJERA) is a team of researchers not publication services or private publications running the journals for monetary benefits, we are association of scientists and academia who focus only on supporting authors who want to publish their work. The articles published in our journal can be accessed online, all the articles will be archived for real time access.
Our journal system primarily aims to bring out the research talent and the works done by sciaentists, academia, engineers, practitioners, scholars, post graduate students of engineering and science. This journal aims to cover the scientific research in a broader sense and not publishing a niche area of research facilitating researchers from various verticals to publish their papers. It is also aimed to provide a platform for the researchers to publish in a shorter of time, enabling them to continue further All articles published are freely available to scientific researchers in the Government agencies,educators and the general public. We are taking serious efforts to promote our journal across the globe in various ways, we are sure that our journal will act as a scientific platform for all researchers to publish their works online.
Development of a ubiquitous learning system with scaffolding and problem base...Panita Wannapiroon Kmutnb
Noppadon Phumeechanya and Panita Wannapiroon, " Development of a Ubiquitous Learning System with Scaffolding and Problem-Based Learning Model to Enhance Problem-Solving Skills and ICT Literacy," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 197-201, 2013.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
Authors: Jean Underwood, Philip E. Banyard.
How do schools successfully support the personalising of learning though the use of digital technologies? The research reported here explores the relationship between digital technologies and current moves to provide a more personalised learning experience. Recommendations are made that will encourage a better understanding of the learning spaces and the better use of digital technologies.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Ubiquitous scaffold learning environment using problem based learning to enha...IJITE
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
International Journal of Engineering Research and Applications (IJERA) aims to cover the latest outstanding developments in the field of all Engineering Technologies & science.
International Journal of Engineering Research and Applications (IJERA) is a team of researchers not publication services or private publications running the journals for monetary benefits, we are association of scientists and academia who focus only on supporting authors who want to publish their work. The articles published in our journal can be accessed online, all the articles will be archived for real time access.
Our journal system primarily aims to bring out the research talent and the works done by sciaentists, academia, engineers, practitioners, scholars, post graduate students of engineering and science. This journal aims to cover the scientific research in a broader sense and not publishing a niche area of research facilitating researchers from various verticals to publish their papers. It is also aimed to provide a platform for the researchers to publish in a shorter of time, enabling them to continue further All articles published are freely available to scientific researchers in the Government agencies,educators and the general public. We are taking serious efforts to promote our journal across the globe in various ways, we are sure that our journal will act as a scientific platform for all researchers to publish their works online.
Development of a ubiquitous learning system with scaffolding and problem base...Panita Wannapiroon Kmutnb
Noppadon Phumeechanya and Panita Wannapiroon, " Development of a Ubiquitous Learning System with Scaffolding and Problem-Based Learning Model to Enhance Problem-Solving Skills and ICT Literacy," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 197-201, 2013.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
Authors: Jean Underwood, Philip E. Banyard.
How do schools successfully support the personalising of learning though the use of digital technologies? The research reported here explores the relationship between digital technologies and current moves to provide a more personalised learning experience. Recommendations are made that will encourage a better understanding of the learning spaces and the better use of digital technologies.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Ubiquitous scaffold learning environment using problem based learning to enha...IJITE
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
El jamón ibérico es uno de los productos gourmet más valorados del mundo, se produce en un entorno muy peculiar, La Sierra de Huelva, Esoaña, siendo Aracena (Huelva) la capital de dicha comarca.
La promoción en Internet 2.o del jamón ibérico es un ejemplo de cómo un producto local puede tener difusión global.
Educational research and innovation:
the case of technology integration
I am currently working as a researcher at Ghent University (Belgium) where I have been member of the Department of Educational Studies since 2003. My research interests are in the field of instructional design and educational innovation. Most of my work focuses on ICT integration in teaching and learning processes and how this can be associated with teacher and school characteristics. This encompasses the idea that innovations should be situated within the wider
field of school improvement. In more recent work, I am especially interested in exploring the interplay between (ICT) innovations and professional development. Also in this area I investigate themes at the individual level, e.g. educational beliefs, and at school level, e.g. leadership. You can find more information on my Academia profile: http://ugent.academia.edu/JoTondeur
During the presentation I will focus on the multidimensional interaction of both teacher and school characteristics in developing a richer understanding of the complex process of technology use in education. Differential types of technology use will be considered and how they are related to variables such as teacher attitudes, educational beliefs, and school policies. Moreover I would also like to discuss the interplay between pre/in-service training and ICT-integration in education.
Organised by the Institute of Education and Society (InES)
For further information please contact Post-doc Research associate: frederik.herman @uni.lu
Guest lecture for teachers / researchers.
ICT-integration in education: a multidimensional approach.
During the workshop we focus on the multidimensional interaction of both teacher and school characteristics in developing a richer understanding of the complex process of technology use in education. Differential types of technology use will be considered and how they are related to variables such as teacher attitudes, educational beliefs, and school policies. We provide good practices and reflect about the participants own beliefs about education related to their use of technology, the development of an ICT policy plan, etc. For researchers the focus can be on the different research methods used.
Location: University of Alcala, Madrid
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
Educational Technology: Optimizing Learning in the 21st Century, refers to the use of technology in education to enhance and improve the learning process for students in the modern era. This concept encompasses a wide range of tools, strategies, and approaches that leverage technology to make education more effective, engaging, and accessible.
ASSESSING TEACHERS’ KNOWLEDGE IN ICT USAGE FOR LESSON PREPARATION AND DELIVER...AkashSharma618775
Generally, it is agreed that information and communication technology (ICT) promotes easier planning
and preparation of lessons; helps teachers to have access to up-to-date learners and school data anytime and
anywhere. This is especially significant in this Covid era where hybrid education is being promoted. Therefore,
this study investigated the knowledge of basic school teachers in the Kassena-Nankana Municipality in the use of
ICT for lesson preparation and delivery. One hundred and two (102) out of five hundred and ten (510) basic school
teachers were sampled using the simple random sampling technique for the study. A questionnaire and an
observation checklist were used to collect data from the teachers. Data were coded into the IBM-SPSS version 21
to generate descriptive statistics (frequency counts and percentages) for the analyses. Findings from the study
revealed that 92.2% of basic school teachers in the Kassena-Nankana Municipality agreed that ICT is a diverse set
of technological tools and resources used to communicate and to create, disseminate, store and manage
information. The basic school teachers were of the view that the use of ICT in lesson delivery comes with lots of
benefits to their classroom instructional practices. The findings further revealed that basic school teachers in the
municipality have basic knowledge in ICT use but do not use this knowledge in their lesson delivery due to factors
such as constant changes in technology, cost of ICT tools, limited time allocation for ICT lessons in the schools,
technical nature of ICT, lack of ICT laboratories, and network facilities in schools for teachers and students. The
study recommended that more time should be allocated for the teaching of ICT in basic schools and also, basic
school teachers should be given constant ICT training through workshops and refresher courses to boost their
competencies in using ICT in their lesson preparation and classroom instructional practices.
This paper has been awarded the prize of best paper at the Educational Technology World Conference (ETWC) 2016. The main aim of this study was to measure the impact of the support pre-service teachers receive on their knowledge for effective technology integration, namely technological pedagogical content knowledge (TPACK). Specifically, we focused on the strategies included in the SQD (Synthesis of Qualitative Evidence) model: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) providing continuous feedback. In order to explore the relation between the perceived occurrences of the SQD-strategies and TPACK, survey data were collected from a sample of 688 final-year pre-service teachers in Belgium. In addition, a multiple case study was conducted in three teacher training institutions, including three focus group discussions with 19 pre-service teachers.
Klaslokalen binnenstebuiten: de veranderende onderwijsleeromgeving doorheen d...Vrije Universiteit Brussel
Het opzet van deze paper is tweeledig. In een eerste onderdeel brengen we in kaart (1) hoe klaslokalen qua architectuur, design, infrastructuur en organisatie veranderden, dan wel gelijk gebleven zijn en (2) hoe het ‘gebruik van deze leeromgevingen’ evolueerde doorheen de carrière van negen Vlaamse basisschoolleerkrachten (circa 1960-2014). (3) Gelijktijdig identificeert het katalysatoren en/of barrières, dewelke deze bovenvermelde veranderingen initieerden, versterkten, wijzigden en/of verhinderden. In een tweede luik, exploreren we een aantal “socio-materiële
assemblages” waarin leerkrachten, leerlingen, etc., non-human actors (schoolse materialiteit en ruimtelijkheid) en praktijken met elkaar verknoopt zijn (Latour, 2005).
Beginning teachers' readiness to use ICT in education: Validation of the SQD-...Vrije Universiteit Brussel
The goal of this study was to validate an instrument to measure pre-service teachers’ perceptions about the support and training they receive to integrate technology into classroom activities. Specifically, we focused on the strategies included in the inner circle of the SQD-model (Tondeur et al., 2012): 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design,
4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) providing continuous feedback. In supporting the implementation of such strategies, the developed SQD-scale could be used in two ways. First, it can be used to measure the extent to which pre-service teachers experience these strategies and perceive them as supportive. Second, the instrument can encourage TTIs to reflect on their efforts to support
future teachers in the effective integration of technology.
In order to validate the SQD-scale we collected in-depth interviews with beginning teachers. Specifically, we explored 1) how beginning teachers with less than three years of teaching experience integrate technology in their instructional practice and 2) the connections between these beginning teachers’ educational
uses of technology and the strategies (included in the SQD-scale) adopted by their pre-service education programs. The results revealed that all beginning teachers acknowledged the importance of the six strategies but not all of them were addressed during their pre-service learning experiences. It appears that teacher educators as role models of technology use was a strategy that motivated beginning teachers to use technology in their own
teaching, but field experiences seemed to be the most critical factor influencing their educational use of technology.
Teacher design teams can be an effective way to promote the (re)design of curriculum materials in the context of blended learning in higher education. In this workshop, participants (educators, department heads, researchers,…) are introduced to the four-step procedure to blended learning. This procedure was developed during a professional development project by a community of practitioners (see www.ictdesignteams.be for more information). The workshop consists of three parts: first a short introduction of the project and the ICT design teams; then TDT's will be formed (under the guidance of the workshop leaders). Each TDT redesigns a particular case of 'traditional' learning into a blended design. The workshop will end with a group-reflection on the four-step approach and working in TDT's. No prior experience is expected from the workshops participants. The workshop should be interesting for any stakeholder in higher education involved in the process of integrating blended learning into the curriculum.
Onderwijstechnologie in actie: over de rol van materialiteit in onderwijsleer...Vrije Universiteit Brussel
Theoretische achtergrond
In historisch onderwijsonderzoek is de materiële leeromgeving een belangrijk object van onderzoek (cf. Van Den Driessche, 2009). Over de relatie tussen recente onderwijsontwikkelingen en de fysieke leeromgeving is minder geweten. Een van deze nieuwe ontwikkelingen is de implementatie van informatie- en communicatietechnologie (ICT). Het spreekt voor zich dat technologieën zoals digitale borden, computers of laptops de inrichting van de leeromgeving kunnen beïnvloeden. Bovendien lijkt de specifieke plaats van ICT gerelateerd aan het gebruik ervan. De plaats van computers in de klas bijvoorbeeld leidt tot een frequenter gebruik van ICT als oefen- en informatietool terwijl computers in een PC-lab het gebruik van ICT ter bevordering van technische vaardigheden bevorderen (Tondeur, Valcke, & van Braak, 2008). Naast dergelijke exploratie is echter maar weinig geweten over het belang van de specifieke plaats van ICT in de leeromgeving.
Onderzoeksdoel en methode
Met deze studie onderzoeken we de plaats van ICT in de fysieke leeromgeving (onderzoeksvraag 1). Daarnaast wordt bestudeerd of de plaats van ICT gerelateerd kan worden aan het didactisch gebruik ervan (onderzoeksvraag 2). In functie van de eerste onderzoeksvraag werd een typologie ontwikkeld op basis van het fotografisch materiaal van de bankopstelling van 115 klassen in 12 Vlaamse lagere scholen. Vervolgens werd per type klasinrichting de specifieke plaats van ICT geanalyseerd. Deze resultaten dienden voor de selectie van casussen in functie van de tweede onderzoeksvraag waarbij leraren werden geïnterviewd over de relatie tussen de plaats van ICT, de klasinrichting en het educatieve gebruik van ICT.
Resultaten
Er werden zeven verschillende types bankopstelling onderscheiden. De voorkeur voor een bepaald type wordt vooral bepaald door de zichtbaarheid van het bord, de controlemogelijkheden, concentratieverhoging en de leerlingen-klasgrootteratio. De plaats van ICT in de klas wordt vaak beïnvloed door de fysische eigenschappen van ICT en de toegang tot stroom en Internet. De meeste computers bevinden zich achteraan in de klas voor leerlingen-gebruik en vooraan voor ICT-gebruik door de leraar (vaak in combinatie met beamer of digitaal bord). Opvallend is dat ICT ook een plaats krijgt buiten de klassen, zoals bijvoorbeeld in een gang. Het regelmatige gebruik van ICT wordt echter sterk beïnvloed door de directe beschikbaarheid ervan. Gedurende de presentatie wordt verder ingegaan op de relatie tussen de plaats en de aard van het ICT-gebruik.
Wetenschappelijke betekenis
Gebaseerd op de bevindingen van deze studie, concluderen we dat niet alleen de technologieën zelf, maar ook de fysieke plaats van ICT in de leeromgeving gerelateerd kan worden aan het didactisch gebruik ervan. Deze resultaten zijn dan ook van belang voor een doordachte inrichting van de leeromgeving in functie van het educatief gebruik van ICT.
Op de website van Velov lezen we: “In team dragen we een gezamenlijke verantwoordelijkheid in de opleiding van toekomstige leerkrachten”. Met het thema “Team” willen de organisatoren van Velov de discussie over het belang van samenwerking tussen lerarenopleiders aanzwengelen. Dit symposium richt zich specifiek op “teacher design teams” (TDT) als strategie om lerarenopleiders te professionaliseren. TDTs bieden ruimte aan lerarenopleiders om zich te professionaliseren in een bepaald onderwerp en tegelijk curriculummaterialen te ontwerpen. De vraag is echter hoe dergelijke professionaliseringactiviteiten succesvol geïntegreerd kunnen worden in een lerarenopleiding. Dit symposium bundelt drie studies die elk vanuit een ander perspectief dit vraagstuk bestuderen. In een eerste presentatie worden de bevindingen gerapporteerd uit een Delphi-studie. Deze studie gaat na welke condities van belang zijn voor de implementatie van TDTs voor ICT-integratie in de lerarenopleiding. Een tweede bijdrage richt zich op de uitkomsten van teacher design teams en hoe de processen tijdens de interventie geleid hebben tot nieuwe curriculummaterialen. De derde onderzoeksbijdrage gaat na hoe de participatie van lerarenopleiders aan onderzoekende leergemeenschappen, in samenwerking met leraren, kan bijdrage tot hun eigen professionele ontwikkeling.
Tablets zijn steeds nadrukkelijker aanwezig in onze maatschappij. Dit roept ook vragen op voor de scholen, zoals: Moeten we iedere nieuwe technologie aanschaffen? Wat zijn de educatieve mogelijkheden van tablets? Welke condities nodig zijn voor een geslaagde implementatie? Het doel van het project “iPad naar de digitale wereld in de klas”, een initiatief van het Volwassenenonderwijs PCVO Het Perspectief en de Universiteit Gent, was dan ook om het potentieel van deze nieuwe technologie voor onderwijs te verkennen en na te gaan welke condities nodig zijn om meerwaarde te realiseren. Met deze bijdrage zullen we aan de hand van een casus illustreren 1) op welke wijze we de praktijk van tablets in onderwijs hebben bestudeerd en 2) hoe dit kan leiden tot een praktijkvoorbeelden voor professionalisering.
Van lerarenopleiding tot praktijk: Een follow-up studie naar strategieën om...Vrije Universiteit Brussel
Strategieën om toekomstige leraren voor te bereiden op educatief ICT-gebruik:
Klaar voor de start?
Van de lerarenopleidingen kan verwacht worden dat zij leraren met de nodige startkwalifica-ties afleveren. De vraag stelt zich dan ook in welke mate deze instellingen toekomstige leraren opleiden zodat ze in staat zijn ICT te integreren in hun onderwijspraktijk. Volgens Drent (2005) is het voor de meeste Nederlandse lerarenopleidingen niet eenvoudig deze rol te ver-wezenlijken. In Vlaanderen stelden we vast dat de lerarenopleidingen in een overgangsfase zitten: zij wensen af te stappen van ICT als afzonderlijk opleidingsonderdeel om over te gaan tot een integratie van ICT binnen het curriculum (Tondeur, Pareja, van Braak, Voogt, & Fis-ser, 2013). Momenteel worstelen lerarenopleidingen met de vraag welke strategieën ze kun-nen inzetten om dit te realiseren.
Er bestaat reeds heel wat onderzoek over het opleiden van studentleraren in het teken van educatief ICT-gebruik. In een poging om de resultaten van deze studies te bundelen werd een review uitgevoerd van kwalitatief onderzoek (Tondeur et al., 2012). Dit leidde tot strategieën die over de verschillende studies relevant bleken te zijn, zoals het belang van rolmodellen, ruimte voor reflectie over de relatie tussen onderwijs en ICT, en het ondersteunen van het ontwerpproces bij ICT-rijke lessen (zie SQD-model).
Onderzoeksdoel en methode
Het doel van de voorliggende studie was om na te gaan welke van de zes strategieën uit de binnenste cirkel van het SQD-model (Fig. 1) aan bod zijn gekomen in de lerarenopleiding van beginnende lera-ren. Vervolgens hebben we ook bestudeerd in welke mate dergelijke strategieën als relevant werden ervaren voor hun onderwijspraktijk. Om een antwoord te vinden op deze vraag werd eerst een verken-nende case study opgezet. De doelgroep was de geïntegreerde lerarenopleiding tot professionele ba-chelor lager onderwijs in Vlaanderen. Dit leidde tot een ruim beeld van hoe deze opleidingen toekom-stige leraren opleiden voor ICT-integratie (zie Tondeur et al. 2013).
In een vervolgstudie werden interviews afgenomen met 16 beginnende leraren die twee jaar eerder als studentleraar deelgenomen hebben aan de focusgesprekken. Eerst werden alle respondenten bevraagd via een telefooninterview. Op basis van de resultaten werden twee beginnende leraren per opleiding geselecteerd voor diepte-interviews. De selectiecriteria waren bijvoorbeeld “leerjaar waarin de begin-nende leraar staat”, “educatief ICT-gebruik”, en de “invloed van de lerarenopleiding” op dat ICT-gebruik.
Resultaten en conclusies
Tijdens de presentatie zullen we de drie lerarenopleidingen portretteren. Vervolgens gaan we in op de bevindingen uit de diepte-interviews met beginnende leraren, met ruime aandacht voor de gebruikte strategieën uit het SQD-model. Samengevat bevestigen de resultaten dat het oplei
Understanding the relationship between pedagogical beliefs and technology use...Vrije Universiteit Brussel
Current evidence indicates that the use of technology during teaching and learning activities is steadily increasing (Berrett, Murphy, & Sullivan, 2012; Inan & Lowther, 2010; National Education Association, 2008), yet achieving ‘technology integration’ is a complex process of educational change. This is apparent as the use of technology in schools is still extremely varied and, in many instances, limited (e.g., Spector, 2010; Tondeur, Cooper, & Newhouse, 2010). In this respect, achieving the goal of meaningful technology integration (i.e., using technology to support 21st century teaching and learning) does not depend solely on technology-related factors (see also Arntzen & Krug, 2011; Sang, Valcke, van Braak, Tondeur, & Chang, 2010). Rather, the personal willingness of teachers plays a key role in teachers’ decisions whether and how to integrate technology within their classroom practices (Hermans, Tondeur, van Braak & Valcke, 2008; Ottenbreit-Leftwich, Newby, Glazewski, & Ertmer, 2010).
According to previous studies, teachers select applications of technology that align with their selection of other curricular variables and processes (e.g., teaching strategies) and that fit into their existing beliefs about ‘good’ education (Hermans et al., 2008; Niederhauser & Stoddart, 2001). Technological devices such as computers, tablets, or interactive whiteboards do not embody one single pedagogical orientation (Lawless & Pellegrino, 2007); rather, they enable the implementation of a spectrum of approaches to teaching and learning (Tondeur, Hermans, van Braak, & Valcke, 2008). In other words, the role technology plays in teachers’ classrooms depends on their conceptions of the nature of teaching and learning. In this respect, research on educational innovations suggests that technology integration can only be fully understood when teachers’ pedagogical beliefs are taken into account (Ertmer, 2005; Hermans, 2009).
With the impetus and call for increased technology integration (e.g., U.S. DOE, 2010; UNESCO, 2011), it is critically important to examine the link between teachers’ beliefs and teachers’ practices. In the last decade, the relationship between the pedagogical beliefs of teachers and their uses of technology has been examined extensively (cf. Hermans et al., 2008; Ottenbreit-Leftwich et al., 2010; Prestridge, 2009, 2010), but still this relationship remains unclear (Mueller et al., 2008). Given the centrality and importance of teachers’ pedagogical beliefs and the lack of a clear understanding about the relationship between beliefs and classroom technology use, the purpose of this review study is to examine and clarify this relationship. A meta-aggregative approach was used to locate, critically appraise, and synthesize the qualitative evidence base (see Hannes & Lockwood, 2011).
PROPOSAL ISATT 2013
Sub division: 21st century learning
Capacity building for ICT integration in secondary schools in Kenya:
An exploratory case study
Jo Tondeur, Don Krug, Mike Bill, Maaike Smulders & Zhu Chang
Introduction and objectives
The demands of the 21st century dictate that learners should be equipped with requisite skills to competently engage and perform in the new information age. These skills commonly referred to as 21st century skills include inter-alia; critical thinking, problem solving, collaboration, creativity and communication (Voogt & Pareja, 2012). When the learning opportunities presented by Information Communication Technology (ICT) are well utilized, they have a great potential to develop 21st century skills (Selwyn, 2007). In view of the above, the Kenyan Ministry of Education expects ICT to be widely deployed for teaching and learning in primary and secondary schools across Kenya (see Quality Education and Training for Vision 2030). However, a simple placement of hardware and/or software will not make ICT integration naturally follow (Earle, 2002). One of the key failures of many past programs in Africa – and the rest of the world - was that schools were provided with equipment but with little or no support for teachers’ professional development, national and local ICT policies, and/or community involvement (Agyei & Voogt, 2011).
Clearly, the primary factor that influences the effectiveness of learning is not the availability of ICT, but the capacity to integrate of ICT in the different subject areas, the scope of the current study. This study investigates a professional development program that provides not only support to equip secondary schools in Kenya with ICT. The VVOB program was designed from a school improvement point of view to support the process of capacity building for ICT integration in the curriculum. It built upon teachers’ existing practices and facilities their reflection of an inquiry into these practices (see Lim, Tondeur, Nastiti, & Paragan, 2010). The school would be a collaborative community to create engaging content that would be shared and assessed (cf. Arntzen & Krug, 2011). We aim to gain insight into whether and how this program affects secondary school teachers and practices regarding the educational use of ICT.
Method
A case study was conducted in four pilot schools - with no previous ICT investments - to examine the process of capacity building for ICT-integration in the context of secondary education in Kenya. Based on a mixed method research approach, this study aims to critically evaluate the prospects and challenges through the lens of stakeholders at the different aggregation levels: policy makers (macro level), district managers, principals, and ICT coordinators (school level), and teachers and pupils at the micro level.
ICT Integration programme contributes to the Kenya Education Sector Support Programme (KESSP 2005 - 2010). KESSP joins ministries, donors, NGOs and other partners for improved quality of education in Kenya. A Ministerial ICT integration team has been set up and is responsible for the coordination and harmonization of all ICT initiatives within KESSP.
The VVOB ICT integration programme partners with the Kenyan Ministry of Education in two subprogramme components: ICT Integration in education and capacity building. The subprogramme of ICT integration in education is cross cutting and works with all directorates and units within the Ministry of Education.
The education sector in Kenya is still in its infancy in the inclusion and use of ICT. To integrate ICT appropriately in order to increase the quality of education, technology and teaching methods and education should go hand in hand. VVOB pursues an integrated approach and we simultaneously work with several national institutions that have mandates to strengthen the capacity of education managers at different levels, as well as that of teachers.
De integratie van tablet pc’s in technisch en beroepsonderwijs. Een explorati...Vrije Universiteit Brussel
Het voorliggend onderzoek sluit aan bij een implementatieproject met als doel het gebruik van tablet pc’s te introduceren in technisch en beroeps secundair onderwijs om vervolgens het potentieel van deze nieuwe technologie te verkennen als didactische tool in onderwijsleerprocessen. Het voorzien van tablet pc’s is een noodzakelijke, maar geen voldoende voorwaarde om geïntegreerd gebruik van tablet pc’s in de klas te garanderen. Het uitgangspunt van deze studie is dat het vraagstuk naar de betekenis van tablet pc’s voor het inrichten van onderwijsleerprocessen een uitdaging is voor de hele school. Door te vertrekken vanuit een schoolontwikkelingsperspectief (cf. Hulpia & Valcke, 2004) komen - in vergelijking met de andere symposiumbijdragen - nieuwe actoren in de kijker, met name de schoolleiders en ICT-coördinatoren. Onderzoek naar ICT-integratie laat zien dat zij de meest waarschijnlijke personen zijn in een positie om organisatorische condities te scheppen (Tondeur et al., 2010), zoals bijvoorbeeld het ontwikkelen van een ICT-beleidsplan, het voorzien van de gepaste ondersteuning en monitorprocedures voor verandering (zie ook Vanderlinde et al., 2012). Ook voor de integratie van tablet pc’ lijken condities op schoolniveau van belang (zie bijvoorbeeld Li, 2010). Deze auteur geeft aan dat mobiele technologie specifieke eisen stelt aan het schoolniveau. Hierover is echter weinig geweten. Het voorliggend onderzoek wil dan ook de betrokkenheid en percepties van leraren, schoolleiders en ICT-coördinatoren ten aanzien van de condities voor de integratie van tablet pc’s in kaart brengen. Meer specifiek bestuderen we met deze studie het belang van de volgende condities: 1) visieontwikkeling, 2) leiderschap, 3) samenwerking en ondersteuning, 4) deskundigheidsbevordering, 5) infrastructuur, 6) content. Deze condities zijn geselecteerd op basis van de (ICT) literatuur over schoolontwikkeling (Kennisnet, 2007; Tondeur et al, 2010; Vanderlinde et al, 2010). Met het oog op dit onderzoeksdoel werd een exploratieve case studie opgezet in drie secundaire scholen voor technisch en beroepsonderwijs in de provincie Oost-Vlaanderen. In iedere school werden de schoolleiders en ICT-coördinatoren van geïnterviewd en vond een focusgroepsgesprek plaats met leraren, schoolleiders en ICT-coördinatoren. De resultaten tonen aan dat de scholen met een aantal specifieke uitdagingen werden geconfronteerd zoals het bewerkstelligen van een stabiel draadloos netwerk, de beveiliging en bescherming van de tablet pc’s, regelingen treffen met betrekking tot privacy, de aankoop van apps, het opladen van de toestellen, etc. Naast deze thema’s die betrekking hebben op hardware en content suggereren de resultaten dat leiderschap, samenwerking en ondersteuning, professionalisering van leraren cruciale elementen in het realiseren van een doordachte integratie tablet pc’s. De discussie focust op de mogelijkheden van het ICT-schoolbeleid meer te benutten.
Deze presentatie is onderdeel van een studievoormiddag waar de resultaten voorgesteld werden van het project “(i)Pad naar de digitale wereld in de klas”. De onderzoeksresultaten, goeie praktijkvoorbeelden, tips en praktische informatie over het gebruik van tablets, de impact op het schoolbeleid en de rol van tablets in de lerarenopleiding komen aan bod.
Het project is een initiatief van het Volwassenenonderwijs PCVO Het Perspectief, de Universiteit Gent en het ICT-atelier, in samenwerking met de secundaire scholen PHTI Gent, KTA Mobi Gent en Instituut O.L.V. Oudenaarde. Het project werd gerealiseerd met de financiële steun van de Provincie Oost-Vlaanderen.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. ON ICT CLASS USE/
SUPPORTIVE ICT USE
> COMPLEX INNOVATION
INFLUENCE OF
TEACHER CHARACTERISTICS
van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use
among primary school teachers. European Journal of Educational Psychology, 19(4), 407-422
4. 0
10
20
30
40
50
60
70
80
Inno -
vativeness
Supportive
leadership
Goal -
orientedness
ICT
Planning
ICT
support
Infra -
structure
INFLUENCE OF
SCHOOL CHARACTERISTICS
Teachers from C1
Use sign. > ICT
School policy!
Tondeur, J., van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom:
Challenging the potential of a school policy. Computers & Education, 51(1), 212-223
Tondeur, J., Devos, G., Van Houtte, M., van Braak, J., & Valcke, M. (2009). Understanding
organisational and cultural school characteristics in relation to educational change: The
case of ICT integration. Educational Studies, 35 (2).
5. DIFFERENT TYPES OF ICT-USE
IN PRIMARY EDUCATION
(1) Basic skills
Tondeur, J., van Braak, J., & Valcke, M. (2007). Towards
a typology of computer use in primary education. Journal
of Computer Assisted Learning, 23(3), 197-206
7. (3) ICT as learning tool
> Different types of ICT use
cf. TPACK
8. Basic
skills
Learning
tool
Information
tool
School characteristics
Availability of computers +++
Computers with Internet +++
Computers in the classroom ++ +++
Innovativeness ++ ++
ICT-policy ++ +++
ICT-training ++
Teacher characteristics
Gender +++
Computer experience ++
Traditionalism + + -
Constructivism + +++
Innovativeness + ++
+ p < .05 ++ p < .01 +++ p < .001
DETERMINANTS OF DIFFERENT TYPES OF ICT-USE
Tondeur, J., Valcke, M., & van Braak, J. (2008). A multidimensional approach to determinants
of computer use in primary education: teacher and school characteristics. Journal of Computer
Assisted Learning, 24(6), 494-506
9. Traditionalism
Constructivism
Cluster 1
Cluster 3Cluster 4
Cluster 2
Tondeur, J., Hermans, R., Valcke, M., & van Braak, J. (2008). Exploring the link between
teachers' educational belief profiles and different types of computer use in the classroom.
Computers in Human Behavior, 24(6), 2541-2553
TEACHER BELIEFS
15
20
25
30
35
40
45
Information Tool Learning Tool Basic Skills
Cluster 1: Constructivist &Traditional Teaching profile
Cluster 2: Constructivist Teaching profile
Cluster 3: Traditional Teaching profile
Cluster 4: Undefined profile
10. QUALITATIVE APPROACH
Tondeur, J., Kershaw, L., Vanderlinde, R., & van Braak. J. (2013). Getting inside the black
box of technology integration in education: Teachers stimulated recall of classroom
observations. Australasian Journal of Educational Technology, 29(3)
11. SPECIFIC POSITIONING OF ICT
> SPECIFIC USE OF ICT
Tondeur, J., Van Den Driessche, M., De Bruyne, E., & McKenney, S. (2014).
Agency of Classroom Settings: The Influence of ICT. Paper submitted
12. ICT
in
the
curricula
of
teacher
educa2on
Tondeur, J., Pareja Roblin N., van Braak, J.,
Fisser, P., & Voogt, J. (2012). Technological
Pedagogical Content Knowledge in teacher
education: In search of a new curriculum.
Educational Studies
13. ICT-POLICY IN TEACHER EDUCATION: FOUR IN BALANCE?
Tondeur, J., van Braak, J., Vanderlinde, R., De Roo, N., & Thys, J.
(2010). ICTintegratie in de lerarenopleiding: Vier in balans?,
Tijdschrift voor Lerarenopleiders (VELON / VELOV), 31(2)
14. STRATEGIES TO PREPARE FUTURE TEACHERS
FOR ICT-INTEGRATION: SQD-MODEL
Tondeur, J., et al.. (2012). Preparing pre-service teachers to integrate
technology in education: A synthesis of qualitative evidence.
Computers & Education, 59 (1)
15. TEACHER DESIGN TEAMS IN TEACHER
EDUCATION
Authentic
needs
Learning by
design
Collaboration
Evaluation
and reflection
TPACK
16. Survey in teacher education:
Impact of pre-service learning
experiences on ICT competencies
17. “GOOD” PRACTICES FOR
ICT-INTEGRATION
Tondeur, J., Pareja, N., van Braak, J.,
Fisser, P., & Voogt, J. (2013). Practical
examples as a resource for professional
development. In 4W: Knowing What
Works and Why. Stichting Kennisnet,
Kennisnet, Zoetemeer.
18. PROFESSIONAL DEVELOPMENT FOR ICT-INTEGRATION
Tondeur, J., Cooper, M., & Newhouse, P. (2010). From ICT coordination to ICT
integration: A longitudinal case study. Journal of Computer Supported
Learning, 26 (4).
Sang, G., Valcke, M., van Braak, J., Tondeur, J., & Zhu, Ch. & Yu, K.
(2012). Challenging science teachers' beliefs and practices through a
video-case-based intervention in China's primary schools, Asia-Pacific
Journal of Teacher Education, 40
19. Impact
of
mobile
technologies
Pareja, N., Tondeur, J.
Mathieu, G., Bruggeman, B., &
van Braak, J. (2013). Can
mobile technologies mobilize
teaching and learning? An
exploratory study of teachers’
thoughts and practices
concerning the use of tablet
PC’s. Paper presented at
ISATT Conference
20. DIGITAL DEVIDE
Tondeur, J., Sinnaeve I., Van Houtte, M., & van Braak, J. (2011). ICT as cultural capital:
effects of socioeconomic status on the ICT profile of young people. New Media &
Society, 13(1), 151-168
Tondeur, J., Bill, M., Smulders, M., Krug, D., & Zhu, C. (2013). Capacity building for ICT
integration in secondary schools in Kenya: An exploratory case study. Paper presented at
ISATT.
Tondeur et al. (2014). Gender differences in the computer profile of university students:
The gap between learning and everyday activities. Submitted in Gender and Education.
21. WORK IN PROGRESS
¢ Review about the relationship ICT / teacher beliefs
¢ Survey ICT-competencies in teacher education
¢ Delphi study about Teacher design teams
¢ Development of a model for professional development
for ICT-integration
¢ Longitudinal study about beginning teachers ICT-use
¢ Design based research “School of the future”
¢ …
Papers online via http://ugent.academia.edu/JoTondeur