Search results for author:"J_van_Braak"
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Auditory support in linguistically diverse classrooms: factors related to bilingual text-to-speech use
E. Van Laere; J. Braak van
Journal of Computer Assisted Learning Vol. 33, No. 1 (February 2017) pp. 79–95
Text-to-speech technology can act as an important support tool in computer-based learning environments (CBLEs) as it provides auditory input, next to on-screen text. Particularly for students who use a language at home other than the language of...
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Using an Online Tool to Support School-Based ICT Policy Planning in Primary Education
R Vanderlinde; J Van Braak; J Tondeur
Journal of Computer Assisted Learning Vol. 26, No. 5 (October 2010) pp. 434–447
An important step towards the successful integration of information and communication technology (ICT) in schools is to facilitate their capacity to develop a school-based ICT policy resulting in an ICT policy plan. Such a plan can be defined as a...
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Supporting Self-Regulated Learning in Computer-Based Learning Environments: Systematic Review of Effects of Scaffolding in the Domain of Science Education
A Devolder; J van Braak; J Tondeur
Journal of Computer Assisted Learning Vol. 28, No. 6 (December 2012) pp. 557–573
Despite the widespread assumption that students require scaffolding support for self-regulated learning (SRL) processes in computer-based learning environments (CBLEs), there is little clarity as to which types of scaffolds are most effective. This...
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A Multidimensional Approach to Determinants of Computer Use in Primary Education: Teacher and School Characteristics
J Tondeur; M Valcke; J van Braak
Journal of Computer Assisted Learning Vol. 24, No. 6 (December 2008) pp. 494–506
The central aim of this study was to test a model that integrates determinants of educational computer use. In particular, the article examines teacher and school characteristics that are associated with different types of computer use by primary...
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Towards a Typology of Computer Use in Primary Education
Jo Tondeur; J van Braak; M Valcke
Journal of Computer Assisted Learning Vol. 23, No. 3 (June 2007) pp. 197–206
In the present study, we reject the view that computer use can be studied as an isolated variable in a learning environment. Our main objective is to develop an instrumental tool to measure different types of educational computer use in the...
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The impact of primary school teachers’ educational beliefs on the classroom use of computers
R. Hermans; J. Tondeur; J. van Braak; M. Valcke
Computers & Education Vol. 51, No. 4 (December 2008) pp. 1499–1509
For many years, researchers have searched for the factors affecting the use of computers in the classroom. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables,...
Language: English
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Getting inside the black box of technology integration in education: Teachers' stimulated recall of classroom observations
Jo Tondeur; L Kershaw; R R. Vanderlinde; J van Braak
Australasian Journal of Educational Technology Vol. 29, No. 3 (Jul 17, 2013)
This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these...
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Getting Inside the Black Box of Technology Integration in Education: Teachers' Stimulated Recall of Classroom Observations
Jo Tondeur; L H. Kershaw; R Vanderlinde; J van Braak
Australasian Journal of Educational Technology Vol. 29, No. 3 (2013) pp. 434–449
This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these...
Topics: Integration
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Technological pedagogical content knowledge – a review of the literature
J Voogt; P Fisser; N Roblin; J Tondeur; J van Braak
Journal of Computer Assisted Learning
Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a...
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Technological pedagogical content knowledge – a review of the literature
J. Voogt; P. Fisser; N. Pareja Roblin; J. Tondeur; J. van Braak
Journal of Computer Assisted Learning Vol. 29, No. 2 (April 2013) pp. 109–121
Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a...
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Technological pedagogical content knowledge – a review of the literature
J Voogt; P Fisser; N Pareja Roblin; J Tondeur; J van Braak
Journal of Computer Assisted Learning Vol. 29, No. 2 (April 2013) pp. 109–121
Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a...
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Technological Pedagogical Content Knowledge -- A Review of the Literature
J Voogt; P Fisser; N Pareja Roblin; J Tondeur; J van Braak
Journal of Computer Assisted Learning Vol. 29, No. 2 (April 2013) pp. 109–121
Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a...
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Teachers’ professional reasoning about their pedagogical use of technology
M. Heitink; J. Voogt; L. Verplanken; J. van Braak; P. Fisser
Computers & Education Vol. 101, No. 1 (October 2016) pp. 70–83
This study focused on teachers’ reasoning about the use of technology in practice. Both teachers’ professional reasoning and their technology use were investigated. Through video cases, 157 teachers demonstrated their technology use in practice and...
Language: English