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

  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, University of North Texas, United States
  5. Rhonda Christensen, University of North Texas, United States
  6. Dominik Petko, Schwyz University of Teacher Education, Switzerland
  7. Doreen Prasse, Schwyz University of Teacher Education, Switzerland
  8. Jo Tondeur, Vrije Univseristeit Brussel, Belgium
  9. Ronny Scherer, University of Oslo, Norway
  10. Fazilat Siddiq, University of Oslo, Norway
  11. Teemu Valtonen, University of Eastern Finland, Finland
  12. Erkko Sointu, University of Eastern Finland, Finland
  13. Johan van Braak, Ghent University, Belgium
Wednesday, June 27 4:45 PM-5:45 PM Koepelzaal

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 ...