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Results: 137
Number of items: 137
  • Fisser, P., Voogt, J., van Braak, J., & Tondeur, J. (2015). Measuring and Assessing TPACK (technological, pedagogical content knowledge). In J. M. Spector (Ed.), The SAGE Encyclopedia of Educational Technology. - Vol. 2 (pp. 490-493). Sage Publications.
  • Albashiry, N. M., Voogt, J. M., & Pieters, J. M. (2015). Improving curriculum development practices in a technical vocational community college: examining effects of a professional development arrangement for middle managers. The Curriculum Journal, 26(3), 425-451. https://doi.org/10.1080/09585176.2015.1040041
  • Albashiry, N. M., Voogt, J. M., & Pieters, J. M. (2015). Teacher collaborative curriculum design in technical vocational colleges: a strategy for maintaining curriculum consistency? The Curriculum Journal, 26(4), 601-624. https://doi.org/10.1080/09585176.2015.1058281
  • Smits, A., & Voogt, J. (2015). Pedagogical dimensions of effective online asynchronous teacher communication in higher education. In D. Rutledge, & D. Slykhuis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 502-503). Association for the Advancement of Computing in Education. http://www.editlib.org/p/150042
  • McKenney, S., Kali, Y., Markauskaite, L., & Voogt, J. (2015). Teacher design knowledge for technology enhanced learning: an ecological framework for investigating assets and needs. Instructional Science, 43(2), 181-202. https://doi.org/10.1007/s11251-014-9337-2
  • Albashiry, N. M., Voogt, J. M., & Pieters, J. M. (2015). Curriculum Design Practices of a Vocational Community College in a Developing Context: Challenges and Needs. Community College Journal of Research and Practice, 39(12), 1137-1152. https://doi.org/10.1080/10668926.2014.942894
  • Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. (2015). Fostering teachers' design expertise in teacher design teams: conducive design and support activities. The Curriculum Journal, 26(1), 137-163. https://doi.org/10.1080/09585176.2014.990395
  • Cviko, A., McKenney, S., & Voogt, J. (2015). Teachers as co-designers of technology-rich learning activities for early literacy. Technology, Pedagogy and Education, 24(4), 443-459. https://doi.org/10.1080/1475939X.2014.953197
  • Open Access
    Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzan: Developing Technological Pedagogical Content Knowledge. Australasian Journal of Educational Technology, 31(4), 381-399. https://doi.org/10.14742/ajet.1240
  • Open Access
    Boschman, F., McKenney, S., Pieters, J. M., & Voogt, J. (2015). Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: Four portraits. E-learning Papers, 44, Article 1. http://www.openeducationeuropa.eu/en/article/Teacher-design-knowledge-and-beliefs-for-technology-enhanced-learning-materials-in-early-literacy%3A-Four-portraits?paper=172772
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