Factors affecting pre- and in-service use of technology in teaching: Implications for research and practice – Part 1
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Daan Farjon
University of Amsterdam -
Anneke Smits
Windesheim University of Applied Sciences -
Joke Voogt
University of Amsterdam/ Windesheim University of Applied Sciences -
Gerald Knezek
University of North Texas -
Rhonda Christensen
University of North Texas -
Dominik Petko
Schwyz University of Teacher Education -
Doreen Prasse
Schwyz University of Teacher Education -
Jo Tondeur
Vrije Univseristeit Brussel -
Ronny Scherer
University of Oslo -
Fazilat Siddiq
University of Oslo -
Teemu Valtonen
University of Eastern Finland -
Erkko Sointu
University of Eastern Finland -
Johan van Braak
Ghent University
Abstract: 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. The Will Skill Tool (WST) model, The Technological Pedagogical Content Knowledge (TPACK) model and the Synthesis of Qualitative Evidence (SQD) model. The four studies presenting in the symposium used (a combination of) these models. Findings will be presented aimed at getting a more in-depth understanding of the essential factors that need to be in place for (pre-service) teachers to use technology in a useful and creative way. Implications for research and practice will be discussed.