Factors affecting pre- and in-service use of technology in teaching: Implications for research and practice – Part 2

ID: 53401 Type: Symposium
  1. Daan Farjon, University of Amsterdam, Netherlands
  2. Anneke Smits, Windesheim University of Applied Sciences, Netherlands
  3. Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands
  4. Gerald Knezek and Rhonda Christensen, University of North Texas, United States
  5. Dominik Petko and Doreen Prasse, Schwyz University of Teacher Education, Switzerland
  6. Jo Tondeur, Vrije Univseristeit Brussel, Belgium
  7. Ronny Scherer and Fazilat Siddiq, University of Oslo, Norway
  8. Teemu Valtonen and Erkko Sointu, University of Eastern Finland, Finland
  9. Johan van Braak, Ghent University, Belgium

Wednesday, June 27 4:45 PM-5:45 PM

No presider for this session.

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.

Topic

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