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Results: 135
Number of items: 135
  • Jonker, H., März, V., & Voogt, J. (2018). Teacher educators’ professional identity under construction: The transition from teaching face-to-face to a blended curriculum. Teaching and Teacher Education, 71, 120-133. https://doi.org/10.1016/j.tate.2017.12.016
  • Niederhauser, D. S., Howard, S. K., Voogt, J., Agyei, D. D., Laferriere, T., Tondeur, J., & Cox, M. J. (2018). Sustainability and Scalability in Educational Technology Initiatives: Research‐Informed Practice. Technology, Knowledge and learning, 23(3), 507-523. https://doi.org/10.1007/s10758-018-9382-z
  • van de Oudeweetering, K., & Voogt, J. (2018). De rol van nationaal beleid, schoolbeleid en leraren in de implementatie van 21e eeuwse vaardigheden: Het perspectief van de leraar. Pedagogiek, 38(1), 21-46. https://doi.org/10.5117/PED2018.1.OUDE
  • Pareja Roblin, N., Tondeur, J., Voogt, J., Bruggeman, B., Mathieu, G., & van Braak, J. (2018). Practical considerations informing teachers’ technology integration decisions: the case of tablet PCs. Technology, Pedagogy and Education, 27(2), 165-181. https://doi.org/10.1080/1475939X.2017.1414714
  • Erstad, O., & Voogt, J. (2018). The twenty-first century curriculum: Issues and challenges. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 19-36). (Springer International Handbooks of Education). Springer. https://doi.org/10.1007/978-3-319-71054-9_1, https://doi.org/10.1007/978-3-319-53803-7_1-2
  • Voogt, J., Knezek, G., Christensen, R., & Lai, K.-W. (2018). Developing an understanding 
of the impact of digital technologies on teaching and learning in an ever-changing landscape. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 3-12). (Springer International Handbooks of Education). Springer. https://doi.org/10.1007/978-3-319-71054-9_113, https://doi.org/10.1007/978-3-319-53803-7_113-1
  • Voogt, J., & Erstad, O. (2018). Section introduction: Curricular challenges of the twenty-first century. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 15-17). (Springer International Handbooks of Education). Springer. https://doi.org/10.1007/978-3-319-71054-9_96, https://doi.org/10.1007/978-3-319-53803-7_96-1
  • Cox, M. J., & Voogt, J. (2018). Section introduction: Paradigms for researching information technology in education. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 1101-1103). (Springer International Handbooks of Education). Springer. https://doi.org/10.1007/978-3-319-71054-9_106, https://doi.org/10.1007/978-3-319-53803-7_106-1
  • Open Access
    van de Oudeweetering, K., & Voogt, J. (2018). Teachers’ conceptualization and enactment of twenty-first century competences: exploring dimensions for new curricula. The Curriculum Journal, 29(1), 116-133. https://doi.org/10.1080/09585176.2017.1369136
  • Open Access
    Voogt, J., & Knezek, G. (2018). Rethinking learning in a digital age: Outcomes from EDUsummIT 2017. Technology, Knowledge and learning, 23(3), 369-375. https://doi.org/10.1007/s10758-018-9383-y
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