Explaining Different Types of Computer Use among Primary School Teachers

Johan van Braak; Jo Tondeur; Martin Valcke

European Journal of Psychology of Education Vol. 19, No. 4 (2004) pp. 407–422

In order to identify differences in determinants of supportive and class use of computers, path modelling was applied in a sample of 468 primary school teachers. Independent variables were categorised in three levels: demographics (age and gender),...

ICT integration in the classroom: Challenging the potential of a school policy

Jo Tondeur; Hilde van Keer; Johan van Braak; Martin Valcke

Computers & Education Vol. 51, No. 1 (August 2008) pp. 212–223

Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at class level. In contrast to these studies, the present research explores...

Language: English

Topics: Information Communication Technologies

Identifying multiple roles of ICT coordinators

Anneline Devolder; Ruben Vanderlinde; Johan van Braak; Jo Tondeur

Computers & Education Vol. 55, No. 4 pp. 1651–1655

This study reports on the development and validation of measurement scales to study the different roles fulfilled by ICT coordinators. Based on a review of the literature, a 24 item questionnaire was constructed and administered to a sample of 177...

Language: English

Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology

Guoyuan Sang; Martin Valcke; Johan van Braak; Jo Tondeur

Computers & Education Vol. 54, No. 1 (January 2010) pp. 103–112

Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to...

The Content of Educational Technology Curricula: A Cross-Curricular State of the Art

Koen Aesaert; Ruben Vanderlinde; Jo Tondeur; Johan van Braak

Educational Technology Research and Development Vol. 61, No. 1 (February 2013) pp. 131–151

The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of ...

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Jo Tondeur; Johan van Braak; Fazilat Siddiq; Ronny Scherer

Computers & Education Vol. 94, No. 1 (March 2016) pp. 134–150

The main objective of this study is to develop a self-report instrument to measure pre-service teachers' perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities....

Language: English

Understanding Structural and Cultural School Characteristics in Relation to Educational Change: The Case of ICT Integration

Jo Tondeur; Geert Devos; Mieke van Houtte; Johan van Braak; Martin Valcke

Educational Studies Vol. 35, No. 2 (May 2009) pp. 223–235

This study builds on the idea that school characteristics affect educational change, such as ICT integration. The goal of this inquiry is to explore both structural school characteristics (i.e. infrastructure, planning and support) and cultural...

Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century

Jo Tondeur; Koen Aesaert; Bram Pynoo; Johan Braak van; Norbert Fraeyman; Ola Erstad

British Journal of Educational Technology Vol. 48, No. 2 (March 2017) pp. 462–472

The main objective of this study is to develop a self-report instrument to measure preservice teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with...

Teachers' acceptance and use of an educational portal

Bram Pynoo; Jo Tondeur; Johan van Braak; Wouter Duyck; Bart Sijnave; Philippe Duyck

Computers & Education Vol. 58, No. 4 (May 2012) pp. 1308–1317

In this study, teachers' acceptance and use of an educational portal is assessed based on data from two sources: usage data (number of logins, downloads, uploads, reactions and pages viewed) and an online acceptance questionnaire. The usage data is...

Language: English

Technology Curriculum and Planning for Technology in Schools: The Flemish Case

Ruben Vanderlinde; Johan van Braak; Vicky De Windt; Jo Tondeur; Ruben Hermans; Ilse Sinnaeve

TechTrends: Linking Research and Practice to Improve Learning Vol. 52, No. 2 (April 2008) pp. 23–26

As a significant step in the consolidation of the importance of technology in education, the Flemish Government recently (September 2007) introduced a formal technology curriculum for schools. This compulsory curriculum replaces already existing but ...

Predicting ICT Integration into Classroom Teaching in Chinese Primary Schools: Exploring the Complex Interplay of Teacher-Related Variables

Guoyuan Sang; Martin Valcke; Johan van Braak; Jo Tondeur; Chang Zhu

Journal of Computer Assisted Learning Vol. 27, No. 2 (April 2011) pp. 160–172

Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables....

Practical Considerations Informing Teachers' Technology Integration Decisions: The Case of Tablet PCs

Natalie Pareja Roblin; Jo Tondeur; Joke Voogt; Bram Bruggeman; Griet Mathieu; Johan van Braak

Technology, Pedagogy and Education Vol. 27, No. 2 (2018) pp. 165–181

The unique characteristics of tablet PCs promise important benefits for education. Yet, little is known about the rationale underlying teachers' decisions concerning their educational uses within the constraints of daily classroom practice. The...

Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence

Jo Tondeur; Johan van Braak; Guoyuan Sang; Joke Voogt; Petra Fisser; Anne Ottenbreit-Leftwich

Computers & Education Vol. 59, No. 1 (August 2012) pp. 134–144

This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons. A meta-ethnography approach was utilized to locate, critically appraise, and synthesize the results of...

Language: English

Measuring TPACK: Part 2

Joke Voogt; Punya Mishra; Ann Thompson; Denise Crawford; Wei Wang; Dale Niederhauser; Petra Fisser; Jo Tondeur; Johan van Braak; Ayoub Kafyulilo; Douglas Agyei

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2484–2487

Abstract: This symposium discusses several ways in which (pre-service) teachers’ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the...

Factors affecting pre- and in-service use of technology in teaching: Implications for research and practice – Part 1

Daan Farjon; Anneke Smits; Joke Voogt; Gerald Knezek; Rhonda Christensen; Dominik Petko; Doreen Prasse; Jo Tondeur; Ronny Scherer; Fazilat Siddiq; Teemu Valtonen; Erkko Sointu; Johan van Braak

EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 604–607

This symposium aims to contribute to a better understanding of the factors that contribute to or impede pre- and in-service teachers to use technology in their teaching. Three models are central and discussed in the contributions to the symposium....

Topics: Teacher education and technology integration

Effective approaches to prepare future teachers for educational technology use

Jo Tondeur; Natalie Pareja Roblin; Johan van Braak; Joke Voogt; Sarah Prestridge; Alona Forkosh-Baruch; Miri Shonfeld; Merav Asaf; Maaike Heitink; Liebet Verplanken; Petra Fisser; Peter Albion

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3082–3085

Teacher training institutions are expected to prepare preservice teachers to integrate technology into their educational practice. However, several studies suggest that technology is often underused by preservice (eg. Mouza et al., 2014). There is a ...

Topics: Technological, Pedagogical Content Knowledge (TPACK)

Technological Pedagogical Content Knowledge (TPACK): Revision and Rethinking

Petra Fisser; Joshua Rosenberg; Jolene Teske; Matthew Koehler; Punya Mishra; Joke Voogt; Jo Tondeur; Johan van Braak; Judi Harris; Charoula Angeli; Nicos Valanides; Andri Christodoulou; Karin Forssell; Leanna Archambault; Vicky Smart; Glenn Finger; Denise Schmidt-Crawford; Shu-ju Diana Tai; Wei Wang; Mary Herring

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 907–911

The Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators was critical to the development of the field of educational technology research and practice, but much has changed since its publication. The Handbook of Technological...

Topics: Graduate Education & Faculty Development