�ݺ�ߣshows by User: pfisser

�ݺ�ߣshows by User: pfisser / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: pfisser / Tue, 09 Feb 2016 11:04:00 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: pfisser Digitale Geletterdheid - Workshop /slideshow/digitale-geletterdheid-workshop/58046585 digitale-geletterdheid-workshop-160209110400
Digitale vaardigheden horen thuis in de vaste kern van het onderwijs volgens Platform Onderwijs2032. Het gaat daarbij om een combinatie van ICT-(basis)vaardigheden, computational thinking, informatievaardigheden en mediawijsheid. Uit onderzoek blijkt dat er in het huidige Nederlandse curriculum voor basis en voortgezet onderwijs weinig aandacht, richting en stimulans voor de integratie van de 21e eeuwse vaardigheden is. Ook in de praktijk komen de vaardigheden nog weinig doelgericht en structureel aan de orde. Leraren voelen zich onvoldoende toegerust om de vaardigheden vorm te geven in het onderwijs. Dit geldt voor alle 21e eeuwse vaardigheden, maar in het bijzonder voor probleemoplosvaardigheden, creativiteit en digitale geletterdheid. Leraren hebben behoefte aan houvast, vooral in de vorm van professionalisering, lesmateriaal en goede praktijkvoorbeelden. Het afgelopen jaar is gewerkt aan verdere concretiseringen van de vaardigheden in de vorm van beschrijvingen en voorbeeldlesmaterialen. Tijdens deze sessie willen wij graag met lerarenopleiders onderzoeken in hoeverre de huidige uitwerkingen van digitale geletterdheid geschikt zijn voor lerarenopleidingen, op welke manier de materialen aangepast kunnen worden zodat zij een plek kunnen krijgen binnen de lerarenopleidingen (en hier ook daadwerkelijk aan werken tijdens de sessie) en willen we inventariseren welke partners we hier nog meer voor nodig hebben.]]>
Digitale vaardigheden horen thuis in de vaste kern van het onderwijs volgens Platform Onderwijs2032. Het gaat daarbij om een combinatie van ICT-(basis)vaardigheden, computational thinking, informatievaardigheden en mediawijsheid. Uit onderzoek blijkt dat er in het huidige Nederlandse curriculum voor basis en voortgezet onderwijs weinig aandacht, richting en stimulans voor de integratie van de 21e eeuwse vaardigheden is. Ook in de praktijk komen de vaardigheden nog weinig doelgericht en structureel aan de orde. Leraren voelen zich onvoldoende toegerust om de vaardigheden vorm te geven in het onderwijs. Dit geldt voor alle 21e eeuwse vaardigheden, maar in het bijzonder voor probleemoplosvaardigheden, creativiteit en digitale geletterdheid. Leraren hebben behoefte aan houvast, vooral in de vorm van professionalisering, lesmateriaal en goede praktijkvoorbeelden. Het afgelopen jaar is gewerkt aan verdere concretiseringen van de vaardigheden in de vorm van beschrijvingen en voorbeeldlesmaterialen. Tijdens deze sessie willen wij graag met lerarenopleiders onderzoeken in hoeverre de huidige uitwerkingen van digitale geletterdheid geschikt zijn voor lerarenopleidingen, op welke manier de materialen aangepast kunnen worden zodat zij een plek kunnen krijgen binnen de lerarenopleidingen (en hier ook daadwerkelijk aan werken tijdens de sessie) en willen we inventariseren welke partners we hier nog meer voor nodig hebben.]]> Tue, 09 Feb 2016 11:04:00 GMT /slideshow/digitale-geletterdheid-workshop/58046585 pfisser@slideshare.net(pfisser) Digitale Geletterdheid - Workshop pfisser Digitale vaardigheden horen thuis in de vaste kern van het onderwijs volgens Platform Onderwijs2032. Het gaat daarbij om een combinatie van ICT-(basis)vaardigheden, computational thinking, informatievaardigheden en mediawijsheid. Uit onderzoek blijkt dat er in het huidige Nederlandse curriculum voor basis en voortgezet onderwijs weinig aandacht, richting en stimulans voor de integratie van de 21e eeuwse vaardigheden is. Ook in de praktijk komen de vaardigheden nog weinig doelgericht en structureel aan de orde. Leraren voelen zich onvoldoende toegerust om de vaardigheden vorm te geven in het onderwijs. Dit geldt voor alle 21e eeuwse vaardigheden, maar in het bijzonder voor probleemoplosvaardigheden, creativiteit en digitale geletterdheid. Leraren hebben behoefte aan houvast, vooral in de vorm van professionalisering, lesmateriaal en goede praktijkvoorbeelden. Het afgelopen jaar is gewerkt aan verdere concretiseringen van de vaardigheden in de vorm van beschrijvingen en voorbeeldlesmaterialen. Tijdens deze sessie willen wij graag met lerarenopleiders onderzoeken in hoeverre de huidige uitwerkingen van digitale geletterdheid geschikt zijn voor lerarenopleidingen, op welke manier de materialen aangepast kunnen worden zodat zij een plek kunnen krijgen binnen de lerarenopleidingen (en hier ook daadwerkelijk aan werken tijdens de sessie) en willen we inventariseren welke partners we hier nog meer voor nodig hebben. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/digitale-geletterdheid-workshop-160209110400-thumbnail.jpg?width=120&height=120&fit=bounds" /> Digitale vaardigheden horen thuis in de vaste kern van het onderwijs volgens Platform Onderwijs2032. Het gaat daarbij om een combinatie van ICT-(basis)vaardigheden, computational thinking, informatievaardigheden en mediawijsheid. Uit onderzoek blijkt dat er in het huidige Nederlandse curriculum voor basis en voortgezet onderwijs weinig aandacht, richting en stimulans voor de integratie van de 21e eeuwse vaardigheden is. Ook in de praktijk komen de vaardigheden nog weinig doelgericht en structureel aan de orde. Leraren voelen zich onvoldoende toegerust om de vaardigheden vorm te geven in het onderwijs. Dit geldt voor alle 21e eeuwse vaardigheden, maar in het bijzonder voor probleemoplosvaardigheden, creativiteit en digitale geletterdheid. Leraren hebben behoefte aan houvast, vooral in de vorm van professionalisering, lesmateriaal en goede praktijkvoorbeelden. Het afgelopen jaar is gewerkt aan verdere concretiseringen van de vaardigheden in de vorm van beschrijvingen en voorbeeldlesmaterialen. Tijdens deze sessie willen wij graag met lerarenopleiders onderzoeken in hoeverre de huidige uitwerkingen van digitale geletterdheid geschikt zijn voor lerarenopleidingen, op welke manier de materialen aangepast kunnen worden zodat zij een plek kunnen krijgen binnen de lerarenopleidingen (en hier ook daadwerkelijk aan werken tijdens de sessie) en willen we inventariseren welke partners we hier nog meer voor nodig hebben.

Digitale Geletterdheid - Workshop from Petra Fisser

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0 Computational Thinking - Symposium /slideshow/computational-thinking-symposium/57996273 computationalthinking-velonsymposium-160208092009
Computational thinking is - als onderdeel van digitale geletterdheid - een van de 21e eeuwse vaardigheden die een plek zouden moeten krijgen in het onderwijs (Thijs, Fisser & van der Hoeven, 2014). Computational thinking is een verzameling van denkprocessen waarbij probleemformulering, gegevensorganisatie, -analyse en -representatie worden gebruikt voor het oplossen van problemen met behulp van ICT-technieken en -gereedschappen. Het doel is het (her)formuleren van problemen op een zodanige manier dat het mogelijk wordt om een computer of andere technologieën te gebruiken om het probleem op te lossen. Het gaat hierbij om een combinatie van onder meer probleemoplosvaardigheden en programmeren, maar ook om het vermogen om te gaan met open problemen, het kunnen communiceren en samen te werken om een gezamenlijk doel te bereiken en het hebben van doorzettingsvermogen bij lastige en open problemen. Tijdens dit symposium wordt computational thinking verder toegelicht, zowel vanuit de literatuur, vanuit leerplankundig oogpunt als vanuit de praktijk van lerarenopleidingen en scholen.]]>
Computational thinking is - als onderdeel van digitale geletterdheid - een van de 21e eeuwse vaardigheden die een plek zouden moeten krijgen in het onderwijs (Thijs, Fisser & van der Hoeven, 2014). Computational thinking is een verzameling van denkprocessen waarbij probleemformulering, gegevensorganisatie, -analyse en -representatie worden gebruikt voor het oplossen van problemen met behulp van ICT-technieken en -gereedschappen. Het doel is het (her)formuleren van problemen op een zodanige manier dat het mogelijk wordt om een computer of andere technologieën te gebruiken om het probleem op te lossen. Het gaat hierbij om een combinatie van onder meer probleemoplosvaardigheden en programmeren, maar ook om het vermogen om te gaan met open problemen, het kunnen communiceren en samen te werken om een gezamenlijk doel te bereiken en het hebben van doorzettingsvermogen bij lastige en open problemen. Tijdens dit symposium wordt computational thinking verder toegelicht, zowel vanuit de literatuur, vanuit leerplankundig oogpunt als vanuit de praktijk van lerarenopleidingen en scholen.]]> Mon, 08 Feb 2016 09:20:09 GMT /slideshow/computational-thinking-symposium/57996273 pfisser@slideshare.net(pfisser) Computational Thinking - Symposium pfisser Computational thinking is - als onderdeel van digitale geletterdheid - een van de 21e eeuwse vaardigheden die een plek zouden moeten krijgen in het onderwijs (Thijs, Fisser & van der Hoeven, 2014). Computational thinking is een verzameling van denkprocessen waarbij probleemformulering, gegevensorganisatie, -analyse en -representatie worden gebruikt voor het oplossen van problemen met behulp van ICT-technieken en -gereedschappen. Het doel is het (her)formuleren van problemen op een zodanige manier dat het mogelijk wordt om een computer of andere technologieën te gebruiken om het probleem op te lossen. Het gaat hierbij om een combinatie van onder meer probleemoplosvaardigheden en programmeren, maar ook om het vermogen om te gaan met open problemen, het kunnen communiceren en samen te werken om een gezamenlijk doel te bereiken en het hebben van doorzettingsvermogen bij lastige en open problemen. Tijdens dit symposium wordt computational thinking verder toegelicht, zowel vanuit de literatuur, vanuit leerplankundig oogpunt als vanuit de praktijk van lerarenopleidingen en scholen. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/computationalthinking-velonsymposium-160208092009-thumbnail.jpg?width=120&height=120&fit=bounds" /> Computational thinking is - als onderdeel van digitale geletterdheid - een van de 21e eeuwse vaardigheden die een plek zouden moeten krijgen in het onderwijs (Thijs, Fisser & van der Hoeven, 2014). Computational thinking is een verzameling van denkprocessen waarbij probleemformulering, gegevensorganisatie, -analyse en -representatie worden gebruikt voor het oplossen van problemen met behulp van ICT-technieken en -gereedschappen. Het doel is het (her)formuleren van problemen op een zodanige manier dat het mogelijk wordt om een computer of andere technologieën te gebruiken om het probleem op te lossen. Het gaat hierbij om een combinatie van onder meer probleemoplosvaardigheden en programmeren, maar ook om het vermogen om te gaan met open problemen, het kunnen communiceren en samen te werken om een gezamenlijk doel te bereiken en het hebben van doorzettingsvermogen bij lastige en open problemen. Tijdens dit symposium wordt computational thinking verder toegelicht, zowel vanuit de literatuur, vanuit leerplankundig oogpunt als vanuit de praktijk van lerarenopleidingen en scholen.

Computational Thinking - Symposium from Petra Fisser

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0 2015-01-20 21st century skills in the Netherlands /slideshow/20150120-21st-century-skills-in-the-netherlands/43694588 2015-01-20item21stcenturyskillsslideshare-150120053102-conversion-gate01
Presentation at the ITEM 2015 conference about 21st century skills in primary and lower secondary schools in the Netherlands.]]>
Presentation at the ITEM 2015 conference about 21st century skills in primary and lower secondary schools in the Netherlands.]]> Tue, 20 Jan 2015 05:31:02 GMT /slideshow/20150120-21st-century-skills-in-the-netherlands/43694588 pfisser@slideshare.net(pfisser) 2015-01-20 21st century skills in the Netherlands pfisser Presentation at the ITEM 2015 conference about 21st century skills in primary and lower secondary schools in the Netherlands. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2015-01-20item21stcenturyskillsslideshare-150120053102-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation at the ITEM 2015 conference about 21st century skills in primary and lower secondary schools in the Netherlands.

2015-01-20 21st century skills in the Netherlands from Petra Fisser

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0 2014-03-20 Fisser Strijker Muller SITE PLD3 /slideshow/20140320-fisser-strijker-muller-site-pld3/32657378 2014-03-20fisserstrijkermullersitepld3-140324052556-phpapp02
The opportunities for adaptive and personalized learning are promising. The project "Linked Data", which was carried out in 2013, combines the common core curriculum for several subjects, the items from the national final secondary school examinations and its test and item analysis (TIA), and the learning materials from several educational publishers and open educational resources. A web-based tool was developed in which the linked data can be shown graphically in relation to examination scores from students who practice their knowledge and skills on previous examinations. The study examines whether the web-based tool with the linked data results in a) a sufficient overview for the teachers and students of how the students scored, b) if this leads to actions by the teachers to give more personalized and adaptive guidance, and c) if this offers the students support to work independently on their personalized learning path.]]>
The opportunities for adaptive and personalized learning are promising. The project "Linked Data", which was carried out in 2013, combines the common core curriculum for several subjects, the items from the national final secondary school examinations and its test and item analysis (TIA), and the learning materials from several educational publishers and open educational resources. A web-based tool was developed in which the linked data can be shown graphically in relation to examination scores from students who practice their knowledge and skills on previous examinations. The study examines whether the web-based tool with the linked data results in a) a sufficient overview for the teachers and students of how the students scored, b) if this leads to actions by the teachers to give more personalized and adaptive guidance, and c) if this offers the students support to work independently on their personalized learning path.]]> Mon, 24 Mar 2014 05:25:56 GMT /slideshow/20140320-fisser-strijker-muller-site-pld3/32657378 pfisser@slideshare.net(pfisser) 2014-03-20 Fisser Strijker Muller SITE PLD3 pfisser The opportunities for adaptive and personalized learning are promising. The project "Linked Data", which was carried out in 2013, combines the common core curriculum for several subjects, the items from the national final secondary school examinations and its test and item analysis (TIA), and the learning materials from several educational publishers and open educational resources. A web-based tool was developed in which the linked data can be shown graphically in relation to examination scores from students who practice their knowledge and skills on previous examinations. The study examines whether the web-based tool with the linked data results in a) a sufficient overview for the teachers and students of how the students scored, b) if this leads to actions by the teachers to give more personalized and adaptive guidance, and c) if this offers the students support to work independently on their personalized learning path. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2014-03-20fisserstrijkermullersitepld3-140324052556-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> The opportunities for adaptive and personalized learning are promising. The project "Linked Data", which was carried out in 2013, combines the common core curriculum for several subjects, the items from the national final secondary school examinations and its test and item analysis (TIA), and the learning materials from several educational publishers and open educational resources. A web-based tool was developed in which the linked data can be shown graphically in relation to examination scores from students who practice their knowledge and skills on previous examinations. The study examines whether the web-based tool with the linked data results in a) a sufficient overview for the teachers and students of how the students scored, b) if this leads to actions by the teachers to give more personalized and adaptive guidance, and c) if this offers the students support to work independently on their personalized learning path.

2014-03-20 Fisser Strijker Muller SITE PLD3 from Petra Fisser

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0 2014-03-19 SITE TPACK Symposium /slideshow/20140319-site-tpack-symposium/32513973 2014-03-19sitetpacksymposium-140319201250-phpapp01
Symposium on TPACK at SITE 2014 TPACK is recognized by many as a useful conceptual framework to help define the knowledge base teachers’ need to know to effectively integrate technology in their educational practice. However, determining whether teachers indeed have developed the knowledge and skills required for effective technology integration – or in short whether they have developed TPACK – is a much more complicated issue. This symposium discusses how artifacts are being used in assessing pre-service and practicing teachers technology integration competencies. TPACK calls for coherence between content, pedagogy and technology. The assumption is that having TPACK also implies teachers’ being able to demonstrate technology integration competencies. This assumption implies a fit between (pre-service) teachers’ TPACK (often measured through self-report instruments) and the artifacts they produce. In this symposium we discuss how different kinds of artifacts, e.g. lesson plans and lesson practice as demonstrated in video clips can be used as an indicator of a teacher’s technology integration competencies. In this symposium we discuss different artifacts (pre-service) teachers produce in order to demonstrate that they have TPACK. In the symposium different artifacts will be discussed, such as lesson plans and video clips that show technology use in classroom practice. The symposium deals with the potential and restrictions of artifacts as indicator for technology integration, the assessment of artifacts and the relation with other TPACK measures, such as the TPACK survey from Schmidt et al. (2010). Examples from different educational contexts will be presented and discussed.]]>
Symposium on TPACK at SITE 2014 TPACK is recognized by many as a useful conceptual framework to help define the knowledge base teachers’ need to know to effectively integrate technology in their educational practice. However, determining whether teachers indeed have developed the knowledge and skills required for effective technology integration – or in short whether they have developed TPACK – is a much more complicated issue. This symposium discusses how artifacts are being used in assessing pre-service and practicing teachers technology integration competencies. TPACK calls for coherence between content, pedagogy and technology. The assumption is that having TPACK also implies teachers’ being able to demonstrate technology integration competencies. This assumption implies a fit between (pre-service) teachers’ TPACK (often measured through self-report instruments) and the artifacts they produce. In this symposium we discuss how different kinds of artifacts, e.g. lesson plans and lesson practice as demonstrated in video clips can be used as an indicator of a teacher’s technology integration competencies. In this symposium we discuss different artifacts (pre-service) teachers produce in order to demonstrate that they have TPACK. In the symposium different artifacts will be discussed, such as lesson plans and video clips that show technology use in classroom practice. The symposium deals with the potential and restrictions of artifacts as indicator for technology integration, the assessment of artifacts and the relation with other TPACK measures, such as the TPACK survey from Schmidt et al. (2010). Examples from different educational contexts will be presented and discussed.]]> Wed, 19 Mar 2014 20:12:50 GMT /slideshow/20140319-site-tpack-symposium/32513973 pfisser@slideshare.net(pfisser) 2014-03-19 SITE TPACK Symposium pfisser Symposium on TPACK at SITE 2014 TPACK is recognized by many as a useful conceptual framework to help define the knowledge base teachers’ need to know to effectively integrate technology in their educational practice. However, determining whether teachers indeed have developed the knowledge and skills required for effective technology integration – or in short whether they have developed TPACK – is a much more complicated issue. This symposium discusses how artifacts are being used in assessing pre-service and practicing teachers technology integration competencies. TPACK calls for coherence between content, pedagogy and technology. The assumption is that having TPACK also implies teachers’ being able to demonstrate technology integration competencies. This assumption implies a fit between (pre-service) teachers’ TPACK (often measured through self-report instruments) and the artifacts they produce. In this symposium we discuss how different kinds of artifacts, e.g. lesson plans and lesson practice as demonstrated in video clips can be used as an indicator of a teacher’s technology integration competencies. In this symposium we discuss different artifacts (pre-service) teachers produce in order to demonstrate that they have TPACK. In the symposium different artifacts will be discussed, such as lesson plans and video clips that show technology use in classroom practice. The symposium deals with the potential and restrictions of artifacts as indicator for technology integration, the assessment of artifacts and the relation with other TPACK measures, such as the TPACK survey from Schmidt et al. (2010). Examples from different educational contexts will be presented and discussed. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2014-03-19sitetpacksymposium-140319201250-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Symposium on TPACK at SITE 2014 TPACK is recognized by many as a useful conceptual framework to help define the knowledge base teachers’ need to know to effectively integrate technology in their educational practice. However, determining whether teachers indeed have developed the knowledge and skills required for effective technology integration – or in short whether they have developed TPACK – is a much more complicated issue. This symposium discusses how artifacts are being used in assessing pre-service and practicing teachers technology integration competencies. TPACK calls for coherence between content, pedagogy and technology. The assumption is that having TPACK also implies teachers’ being able to demonstrate technology integration competencies. This assumption implies a fit between (pre-service) teachers’ TPACK (often measured through self-report instruments) and the artifacts they produce. In this symposium we discuss how different kinds of artifacts, e.g. lesson plans and lesson practice as demonstrated in video clips can be used as an indicator of a teacher’s technology integration competencies. In this symposium we discuss different artifacts (pre-service) teachers produce in order to demonstrate that they have TPACK. In the symposium different artifacts will be discussed, such as lesson plans and video clips that show technology use in classroom practice. The symposium deals with the potential and restrictions of artifacts as indicator for technology integration, the assessment of artifacts and the relation with other TPACK measures, such as the TPACK survey from Schmidt et al. (2010). Examples from different educational contexts will be presented and discussed.

2014-03-19 SITE TPACK Symposium from Petra Fisser

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0 Workshop Integratie van ICT �in natuur- en techniekonderwijs /slideshow/20130131-fisser-velthuis-twents-meesterschap/25842936 2013-01-31fisservelthuistwentsmeesterschap-130903053057-
Twente’s got Talent.. Integratie van ICT in natuur- en techniekonderwijs In deze workshop: - Zelf ervaren hoe het is om te werken in een DOT - Wat we normaal in 8 a 10 bijeenkomsten van 3 uur doen in 1 uur doorlopen aan de hand van ADDIE]]>
Twente’s got Talent.. Integratie van ICT in natuur- en techniekonderwijs In deze workshop: - Zelf ervaren hoe het is om te werken in een DOT - Wat we normaal in 8 a 10 bijeenkomsten van 3 uur doen in 1 uur doorlopen aan de hand van ADDIE]]> Tue, 03 Sep 2013 05:30:56 GMT /slideshow/20130131-fisser-velthuis-twents-meesterschap/25842936 pfisser@slideshare.net(pfisser) Workshop Integratie van ICT �in natuur- en techniekonderwijs pfisser Twente’s got Talent.. Integratie van ICT �in natuur- en techniekonderwijs In deze workshop: - Zelf ervaren hoe het is om te werken in een DOT - Wat we normaal in 8 a 10 bijeenkomsten van 3 uur doen �in 1 uur doorlopen aan de hand van ADDIE <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2013-01-31fisservelthuistwentsmeesterschap-130903053057--thumbnail.jpg?width=120&height=120&fit=bounds" /> Twente’s got Talent.. Integratie van ICT �in natuur- en techniekonderwijs In deze workshop: - Zelf ervaren hoe het is om te werken in een DOT - Wat we normaal in 8 a 10 bijeenkomsten van 3 uur doen �in 1 uur doorlopen aan de hand van ADDIE

Workshop Integratie van ICT in natuur- en techniekonderwijs from Petra Fisser

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0 Capacity building for 21st century learning in secondary schools in Africa /pfisser/20130702-isatt-symposium 2013-07-02isattsymposium-130903052423-phpapp01
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.]]>
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.]]> Tue, 03 Sep 2013 05:24:23 GMT /pfisser/20130702-isatt-symposium pfisser@slideshare.net(pfisser) Capacity building for 21st century learning in secondary schools in Africa pfisser This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2013-07-02isattsymposium-130903052423-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.

Capacity building for 21st century learning in secondary schools in Africa from Petra Fisser

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0 2013-03-27 SITE TPACK symposium /pfisser/2013-0327-site-tpack-symposium 2013-03-27sitetpacksymposium-130406150233-phpapp01
Symposium at the 24th Annual International Conference of the Society for Information Technology & Teacher Education, 27 March 2013. This symposium discusses several ways in which (pre-service) teachers‟ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the survey in two different pre-service teacher education contexts: The US and the Netherlands. The third study triangulates findings from the TPACK survey with other instruments to better understand teachers‟ development of TPACK that resulted from teachers‟ collaborative design of technology integrated lessons. The last contribution focuses on measuring transfer of TPACK, as it studies how beginning teachers, who had TPACK training during their pre-service education, demonstrated TPACK in their practice. Similarities and differences in the ways TPACK were measured and its implications will be discussed.]]>
Symposium at the 24th Annual International Conference of the Society for Information Technology & Teacher Education, 27 March 2013. This symposium discusses several ways in which (pre-service) teachers‟ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the survey in two different pre-service teacher education contexts: The US and the Netherlands. The third study triangulates findings from the TPACK survey with other instruments to better understand teachers‟ development of TPACK that resulted from teachers‟ collaborative design of technology integrated lessons. The last contribution focuses on measuring transfer of TPACK, as it studies how beginning teachers, who had TPACK training during their pre-service education, demonstrated TPACK in their practice. Similarities and differences in the ways TPACK were measured and its implications will be discussed.]]> Sat, 06 Apr 2013 15:02:33 GMT /pfisser/2013-0327-site-tpack-symposium pfisser@slideshare.net(pfisser) 2013-03-27 SITE TPACK symposium pfisser Symposium at the 24th Annual International Conference of the Society for Information Technology & Teacher Education, 27 March 2013. This symposium discusses several ways in which (pre-service) teachers‟ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the survey in two different pre-service teacher education contexts: The US and the Netherlands. The third study triangulates findings from the TPACK survey with other instruments to better understand teachers‟ development of TPACK that resulted from teachers‟ collaborative design of technology integrated lessons. The last contribution focuses on measuring transfer of TPACK, as it studies how beginning teachers, who had TPACK training during their pre-service education, demonstrated TPACK in their practice. Similarities and differences in the ways TPACK were measured and its implications will be discussed. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2013-03-27sitetpacksymposium-130406150233-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Symposium at the 24th Annual International Conference of the Society for Information Technology & Teacher Education, 27 March 2013. This symposium discusses several ways in which (pre-service) teachers‟ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the survey in two different pre-service teacher education contexts: The US and the Netherlands. The third study triangulates findings from the TPACK survey with other instruments to better understand teachers‟ development of TPACK that resulted from teachers‟ collaborative design of technology integrated lessons. The last contribution focuses on measuring transfer of TPACK, as it studies how beginning teachers, who had TPACK training during their pre-service education, demonstrated TPACK in their practice. Similarities and differences in the ways TPACK were measured and its implications will be discussed.

2013-03-27 SITE TPACK symposium from Petra Fisser

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0 2013-03-26 Learning vocabulary through a serious game /slideshow/20130326-heitink-fisser-voogt-site2013/18176105 2013-03-26heitinkfisservoogtsite2013-130404075215-phpapp01
This study explored the effect of a serious game on the vocabulary of K4-6 students in primary education. 206 students and 10 teachers used the serious game ‘Word Score 2’ during vocabulary lessons in three different conditions: (a) online game and vocabulary instruction, (b) online game only, and (c) paper game and vocabulary instruction. In every condition students’ vocabulary was tested before, directly after and four weeks after the lessons took place. Additionally a student questionnaire and teacher interview regarding their experiences has been employed. Results show a significant learning effect for conditions in which teachers used vocabulary instruction additional to the game (both paper and digital). Comparison between the three conditions showed the highest learning effect on both the post- and retention test was achieved by students that played the online game and received the corresponding instruction. Teachers were excited about students’ performance and enthusiasm. All teachers thought Word Score 2 fit their usual program and would be willing to replace the conventional vocabulary method.]]>
This study explored the effect of a serious game on the vocabulary of K4-6 students in primary education. 206 students and 10 teachers used the serious game ‘Word Score 2’ during vocabulary lessons in three different conditions: (a) online game and vocabulary instruction, (b) online game only, and (c) paper game and vocabulary instruction. In every condition students’ vocabulary was tested before, directly after and four weeks after the lessons took place. Additionally a student questionnaire and teacher interview regarding their experiences has been employed. Results show a significant learning effect for conditions in which teachers used vocabulary instruction additional to the game (both paper and digital). Comparison between the three conditions showed the highest learning effect on both the post- and retention test was achieved by students that played the online game and received the corresponding instruction. Teachers were excited about students’ performance and enthusiasm. All teachers thought Word Score 2 fit their usual program and would be willing to replace the conventional vocabulary method.]]> Thu, 04 Apr 2013 07:52:15 GMT /slideshow/20130326-heitink-fisser-voogt-site2013/18176105 pfisser@slideshare.net(pfisser) 2013-03-26 Learning vocabulary through a serious game pfisser This study explored the effect of a serious game on the vocabulary of K4-6 students in primary education. 206 students and 10 teachers used the serious game ‘Word Score 2’ during vocabulary lessons in three different conditions: (a) online game and vocabulary instruction, (b) online game only, and (c) paper game and vocabulary instruction. In every condition students’ vocabulary was tested before, directly after and four weeks after the lessons took place. Additionally a student questionnaire and teacher interview regarding their experiences has been employed. Results show a significant learning effect for conditions in which teachers used vocabulary instruction additional to the game (both paper and digital). Comparison between the three conditions showed the highest learning effect on both the post- and retention test was achieved by students that played the online game and received the corresponding instruction. Teachers were excited about students’ performance and enthusiasm. All teachers thought Word Score 2 fit their usual program and would be willing to replace the conventional vocabulary method. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2013-03-26heitinkfisservoogtsite2013-130404075215-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> This study explored the effect of a serious game on the vocabulary of K4-6 students in primary education. 206 students and 10 teachers used the serious game ‘Word Score 2’ during vocabulary lessons in three different conditions: (a) online game and vocabulary instruction, (b) online game only, and (c) paper game and vocabulary instruction. In every condition students’ vocabulary was tested before, directly after and four weeks after the lessons took place. Additionally a student questionnaire and teacher interview regarding their experiences has been employed. Results show a significant learning effect for conditions in which teachers used vocabulary instruction additional to the game (both paper and digital). Comparison between the three conditions showed the highest learning effect on both the post- and retention test was achieved by students that played the online game and received the corresponding instruction. Teachers were excited about students’ performance and enthusiasm. All teachers thought Word Score 2 fit their usual program and would be willing to replace the conventional vocabulary method.

2013-03-26 Learning vocabulary through a serious game from Petra Fisser

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0 2012-07-03 Fisser Voogt Bom IFIP Taaltreffers /pfisser/20120703-fisser-voogt-bom-ifip-taaltreffers 2012-07-03fisservoogtbomifiptaaltreffers-120709075238-phpapp01
]]>
]]> Mon, 09 Jul 2012 07:52:36 GMT /pfisser/20120703-fisser-voogt-bom-ifip-taaltreffers pfisser@slideshare.net(pfisser) 2012-07-03 Fisser Voogt Bom IFIP Taaltreffers pfisser <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2012-07-03fisservoogtbomifiptaaltreffers-120709075238-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

2012-07-03 Fisser Voogt Bom IFIP Taaltreffers from Petra Fisser

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0 2012-03-15 Fisser TPACK VVOB /slideshow/20120315-fisser-tpack-vvob/12294787 2012-03-15fissertpackvvob-120405152813-phpapp02
Presentation about TPACK for the teacher preparation program in Shell, Ecuador. With acknowledgements to Natalie Paraja Roblin for the Spanish translation.]]>
Presentation about TPACK for the teacher preparation program in Shell, Ecuador. With acknowledgements to Natalie Paraja Roblin for the Spanish translation.]]> Thu, 05 Apr 2012 15:28:12 GMT /slideshow/20120315-fisser-tpack-vvob/12294787 pfisser@slideshare.net(pfisser) 2012-03-15 Fisser TPACK VVOB pfisser Presentation about TPACK for the teacher preparation program in Shell, Ecuador. With acknowledgements to Natalie Paraja Roblin for the Spanish translation. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2012-03-15fissertpackvvob-120405152813-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation about TPACK for the teacher preparation program in Shell, Ecuador. With acknowledgements to Natalie Paraja Roblin for the Spanish translation.

2012-03-15 Fisser TPACK VVOB from Petra Fisser

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0 201203-07 SITE Roundtable Word Score /slideshow/20120307-site-roundtable-word-score/11908950 2012-03-07siteroundtabletaaltreffers-120307122720-phpapp01
The Roundtable is about Word Score, a serious game designed to increase the vocabulary of pupils in upper primary school in the Netherlands. Word Score was used during a national project called Educational Time Extension, in which class time is extended outside scho...ol hours with the aim of increasing learning results of under-performing pupils. The study showed that the use of Word Score can be used effectively during Educational Time Extension. The vocabulary of the pupils who played the game significantly increased. The experiences of both pupils and teachers were very positive. The pupils liked to play Word Score and the teachers were very enthusiastic about the game and the results of the pupils.]]>
The Roundtable is about Word Score, a serious game designed to increase the vocabulary of pupils in upper primary school in the Netherlands. Word Score was used during a national project called Educational Time Extension, in which class time is extended outside scho...ol hours with the aim of increasing learning results of under-performing pupils. The study showed that the use of Word Score can be used effectively during Educational Time Extension. The vocabulary of the pupils who played the game significantly increased. The experiences of both pupils and teachers were very positive. The pupils liked to play Word Score and the teachers were very enthusiastic about the game and the results of the pupils.]]> Wed, 07 Mar 2012 12:27:18 GMT /slideshow/20120307-site-roundtable-word-score/11908950 pfisser@slideshare.net(pfisser) 201203-07 SITE Roundtable Word Score pfisser The Roundtable is about Word Score, a serious game designed to increase the vocabulary of pupils in upper primary school in the Netherlands. Word Score was used during a national project called Educational Time Extension, in which class time is extended outside scho...ol hours with the aim of increasing learning results of under-performing pupils. The study showed that the use of Word Score can be used effectively during Educational Time Extension. The vocabulary of the pupils who played the game significantly increased. The experiences of both pupils and teachers were very positive. The pupils liked to play Word Score and the teachers were very enthusiastic about the game and the results of the pupils. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2012-03-07siteroundtabletaaltreffers-120307122720-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> The Roundtable is about Word Score, a serious game designed to increase the vocabulary of pupils in upper primary school in the Netherlands. Word Score was used during a national project called Educational Time Extension, in which class time is extended outside scho...ol hours with the aim of increasing learning results of under-performing pupils. The study showed that the use of Word Score can be used effectively during Educational Time Extension. The vocabulary of the pupils who played the game significantly increased. The experiences of both pupils and teachers were very positive. The pupils liked to play Word Score and the teachers were very enthusiastic about the game and the results of the pupils.

201203-07 SITE Roundtable Word Score from Petra Fisser

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0 2012-03-05 SITE TPACK Symposium /slideshow/20120305-site-tpack-symposium/11875591 2012-03-05sitetpacksymposium-120305161433-phpapp01
Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008) introduced Technological Pedagogical Content Knowledge as a conceptual framework to describe the knowledge base teachers need for effective teaching with technology. This symposium aims to present successful strategies to develop Technological Pedagogical Content Knowledge (TPACK) as emerged from several studies in different countries around the world. Based on the studies, and a further in-depth analysis of the data we tried to further uncover the conceptual understanding and the empirical validation of the TPACK framework. Active collaboration of teachers seems to be an effective way to develop TPACK, but the question remains how TPACK as a conceptual framework can be understood.]]>
Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008) introduced Technological Pedagogical Content Knowledge as a conceptual framework to describe the knowledge base teachers need for effective teaching with technology. This symposium aims to present successful strategies to develop Technological Pedagogical Content Knowledge (TPACK) as emerged from several studies in different countries around the world. Based on the studies, and a further in-depth analysis of the data we tried to further uncover the conceptual understanding and the empirical validation of the TPACK framework. Active collaboration of teachers seems to be an effective way to develop TPACK, but the question remains how TPACK as a conceptual framework can be understood.]]> Mon, 05 Mar 2012 16:14:31 GMT /slideshow/20120305-site-tpack-symposium/11875591 pfisser@slideshare.net(pfisser) 2012-03-05 SITE TPACK Symposium pfisser Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008) introduced Technological Pedagogical Content Knowledge as a conceptual framework to describe the knowledge base teachers need for effective teaching with technology. This symposium aims to present successful strategies to develop Technological Pedagogical Content Knowledge (TPACK) as emerged from several studies in different countries around the world. Based on the studies, and a further in-depth analysis of the data we tried to further uncover the conceptual understanding and the empirical validation of the TPACK framework. Active collaboration of teachers seems to be an effective way to develop TPACK, but the question remains how TPACK as a conceptual framework can be understood. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2012-03-05sitetpacksymposium-120305161433-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008) introduced Technological Pedagogical Content Knowledge as a conceptual framework to describe the knowledge base teachers need for effective teaching with technology. This symposium aims to present successful strategies to develop Technological Pedagogical Content Knowledge (TPACK) as emerged from several studies in different countries around the world. Based on the studies, and a further in-depth analysis of the data we tried to further uncover the conceptual understanding and the empirical validation of the TPACK framework. Active collaboration of teachers seems to be an effective way to develop TPACK, but the question remains how TPACK as a conceptual framework can be understood.

2012-03-05 SITE TPACK Symposium from Petra Fisser

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0 2011-10-03 fisser marchet tpack /pfisser/20111003-fisser-marchet-tpack 2011-10-03fissermarchettpack-111003042526-phpapp01
Presentatie over TPACK tijdens MARCHET conferentie door Petra Fisser.]]>
Presentatie over TPACK tijdens MARCHET conferentie door Petra Fisser.]]> Mon, 03 Oct 2011 04:25:25 GMT /pfisser/20111003-fisser-marchet-tpack pfisser@slideshare.net(pfisser) 2011-10-03 fisser marchet tpack pfisser Presentatie over TPACK tijdens MARCHET conferentie door Petra Fisser. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2011-10-03fissermarchettpack-111003042526-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentatie over TPACK tijdens MARCHET conferentie door Petra Fisser.

2011-10-03 fisser marchet tpack from Petra Fisser

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0 2011-06-29 Fisser Geocaching and Educaching /slideshow/20110629-fisser-geocaching-and-educaching/8460100 2011-06-29fissergeoandeducaching-110629111546-phpapp01
Presentation by Petra Fisser about Geocaching and Educaching, 29 June 2011, Michigan State University, MAET Program.]]>
Presentation by Petra Fisser about Geocaching and Educaching, 29 June 2011, Michigan State University, MAET Program.]]> Wed, 29 Jun 2011 11:15:41 GMT /slideshow/20110629-fisser-geocaching-and-educaching/8460100 pfisser@slideshare.net(pfisser) 2011-06-29 Fisser Geocaching and Educaching pfisser Presentation by Petra Fisser about Geocaching and Educaching, 29 June 2011, Michigan State University, MAET Program. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2011-06-29fissergeoandeducaching-110629111546-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation by Petra Fisser about Geocaching and Educaching, 29 June 2011, Michigan State University, MAET Program.

2011-06-29 Fisser Geocaching and Educaching from Petra Fisser

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0 2011-06-09 Fisser TPACK ORD /slideshow/2011-0609-fisser-tpack-ord/8260690 2011-06-09fissertpackord-110609103600-phpapp02
Rondetafelbijeenkomst tijdens de ORD 2011 met presentatie van onderzoeksresultaten tot nu toe rondom het ontwikkelen van TPACK door middel van docentontwerpteams en het meten van TPACK.]]>
Rondetafelbijeenkomst tijdens de ORD 2011 met presentatie van onderzoeksresultaten tot nu toe rondom het ontwikkelen van TPACK door middel van docentontwerpteams en het meten van TPACK.]]> Thu, 09 Jun 2011 10:35:58 GMT /slideshow/2011-0609-fisser-tpack-ord/8260690 pfisser@slideshare.net(pfisser) 2011-06-09 Fisser TPACK ORD pfisser Rondetafelbijeenkomst tijdens de ORD 2011 met presentatie van onderzoeksresultaten tot nu toe rondom het ontwikkelen van TPACK door middel van docentontwerpteams en het meten van TPACK. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2011-06-09fissertpackord-110609103600-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Rondetafelbijeenkomst tijdens de ORD 2011 met presentatie van onderzoeksresultaten tot nu toe rondom het ontwikkelen van TPACK door middel van docentontwerpteams en het meten van TPACK.

2011-06-09 Fisser TPACK ORD from Petra Fisser

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0 2011 04-21 fisser tpack kennisnet vlootschouw /slideshow/2011-0421-fisser-tpack-kennisnet-vlootschouw/8153528 2011-04-21fissertpackkennisnetvlootschouw-110530141706-phpapp01
Presentatie van Petra Fisser ten behoeve van de TPACK rondetafelbijeenkomst tijdens de Kennisnet Vlootschouw, 21 april 2011]]>
Presentatie van Petra Fisser ten behoeve van de TPACK rondetafelbijeenkomst tijdens de Kennisnet Vlootschouw, 21 april 2011]]> Mon, 30 May 2011 14:17:04 GMT /slideshow/2011-0421-fisser-tpack-kennisnet-vlootschouw/8153528 pfisser@slideshare.net(pfisser) 2011 04-21 fisser tpack kennisnet vlootschouw pfisser Presentatie van Petra Fisser ten behoeve van de TPACK rondetafelbijeenkomst tijdens de Kennisnet Vlootschouw, 21 april 2011 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2011-04-21fissertpackkennisnetvlootschouw-110530141706-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentatie van Petra Fisser ten behoeve van de TPACK rondetafelbijeenkomst tijdens de Kennisnet Vlootschouw, 21 april 2011

2011 04-21 fisser tpack kennisnet vlootschouw from Petra Fisser

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0 2011 03-10 fisser voogt ormel velthuis tondeur tpack-stebi /slideshow/2011-0310-fisser-voogt-ormel-velthuis-tondeur-tpackstebi/7221852 2011-03-10fisservoogtormelvelthuistondeurtpack-stebi-110310125842-phpapp01
Teachers’ beliefs, practices and attitudes are important for understanding and improving educational processes, because they are closely linked to teachers’ challenges in their daily professional life. Self-efficacy (Bandura, 1977) seems to play a major role in this. In this study we look at teachers' self-efficacy towards the domain of science education and towards technology integration in this domain. Since most students who enter pre-service elementary school training in the Netherlands graduated from secondary school without science-related courses, many lack any foundational science knowledge. This contributes to their (absence of) confidence to teach science, and it also delimits their science-teaching related PCK. In a recent study Fisser, Ormel and Velthuis (submitted) measured teachers' beliefs, attitudes and self-efficacy in relation to science education in primary education, based on a Dutch version of the Science Teaching Efficacy Belief Instrument (STEBI) (Riggs & Enochs, 1990). The results for the pre-service teachers showed that the more pre-service teachers have the opportunity to experience actual teaching in the science domain, the higher the sense of self-efficacy is. Combining science education with technology integration offers even more challenges for teachers. Measuring teachers’ self-efficacy towards technology integration will be done by using a Dutch version of the TPACK survey (Schmidt et al., 2009). This survey will be complimented with the STEBI survey and, because the TPACK survey does not take into account teachers’ beliefs and attitudes towards technology, questions related to the attitude of teachers towards using technology in education will be added. The combined TPACK-STEBI survey will be distributed to Dutch pre-service primary education students and the results will be presented at the SITE symposium.]]>
Teachers’ beliefs, practices and attitudes are important for understanding and improving educational processes, because they are closely linked to teachers’ challenges in their daily professional life. Self-efficacy (Bandura, 1977) seems to play a major role in this. In this study we look at teachers' self-efficacy towards the domain of science education and towards technology integration in this domain. Since most students who enter pre-service elementary school training in the Netherlands graduated from secondary school without science-related courses, many lack any foundational science knowledge. This contributes to their (absence of) confidence to teach science, and it also delimits their science-teaching related PCK. In a recent study Fisser, Ormel and Velthuis (submitted) measured teachers' beliefs, attitudes and self-efficacy in relation to science education in primary education, based on a Dutch version of the Science Teaching Efficacy Belief Instrument (STEBI) (Riggs & Enochs, 1990). The results for the pre-service teachers showed that the more pre-service teachers have the opportunity to experience actual teaching in the science domain, the higher the sense of self-efficacy is. Combining science education with technology integration offers even more challenges for teachers. Measuring teachers’ self-efficacy towards technology integration will be done by using a Dutch version of the TPACK survey (Schmidt et al., 2009). This survey will be complimented with the STEBI survey and, because the TPACK survey does not take into account teachers’ beliefs and attitudes towards technology, questions related to the attitude of teachers towards using technology in education will be added. The combined TPACK-STEBI survey will be distributed to Dutch pre-service primary education students and the results will be presented at the SITE symposium.]]> Thu, 10 Mar 2011 12:58:37 GMT /slideshow/2011-0310-fisser-voogt-ormel-velthuis-tondeur-tpackstebi/7221852 pfisser@slideshare.net(pfisser) 2011 03-10 fisser voogt ormel velthuis tondeur tpack-stebi pfisser Teachers’ beliefs, practices and attitudes are important for understanding and improving educational processes, because they are closely linked to teachers’ challenges in their daily professional life. Self-efficacy (Bandura, 1977) seems to play a major role in this. In this study we look at teachers' self-efficacy towards the domain of science education and towards technology integration in this domain. Since most students who enter pre-service elementary school training in the Netherlands graduated from secondary school without science-related courses, many lack any foundational science knowledge. This contributes to their (absence of) confidence to teach science, and it also delimits their science-teaching related PCK. In a recent study Fisser, Ormel and Velthuis (submitted) measured teachers' beliefs, attitudes and self-efficacy in relation to science education in primary education, based on a Dutch version of the Science Teaching Efficacy Belief Instrument (STEBI) (Riggs & Enochs, 1990). The results for the pre-service teachers showed that the more pre-service teachers have the opportunity to experience actual teaching in the science domain, the higher the sense of self-efficacy is. Combining science education with technology integration offers even more challenges for teachers. Measuring teachers’ self-efficacy towards technology integration will be done by using a Dutch version of the TPACK survey (Schmidt et al., 2009). This survey will be complimented with the STEBI survey and, because the TPACK survey does not take into account teachers’ beliefs and attitudes towards technology, questions related to the attitude of teachers towards using technology in education will be added. The combined TPACK-STEBI survey will be distributed to Dutch pre-service primary education students and the results will be presented at the SITE symposium. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2011-03-10fisservoogtormelvelthuistondeurtpack-stebi-110310125842-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Teachers’ beliefs, practices and attitudes are important for understanding and improving educational processes, because they are closely linked to teachers’ challenges in their daily professional life. Self-efficacy (Bandura, 1977) seems to play a major role in this. In this study we look at teachers' self-efficacy towards the domain of science education and towards technology integration in this domain. Since most students who enter pre-service elementary school training in the Netherlands graduated from secondary school without science-related courses, many lack any foundational science knowledge. This contributes to their (absence of) confidence to teach science, and it also delimits their science-teaching related PCK. In a recent study Fisser, Ormel and Velthuis (submitted) measured teachers' beliefs, attitudes and self-efficacy in relation to science education in primary education, based on a Dutch version of the Science Teaching Efficacy Belief Instrument (STEBI) (Riggs & Enochs, 1990). The results for the pre-service teachers showed that the more pre-service teachers have the opportunity to experience actual teaching in the science domain, the higher the sense of self-efficacy is. Combining science education with technology integration offers even more challenges for teachers. Measuring teachers’ self-efficacy towards technology integration will be done by using a Dutch version of the TPACK survey (Schmidt et al., 2009). This survey will be complimented with the STEBI survey and, because the TPACK survey does not take into account teachers’ beliefs and attitudes towards technology, questions related to the attitude of teachers towards using technology in education will be added. The combined TPACK-STEBI survey will be distributed to Dutch pre-service primary education students and the results will be presented at the SITE symposium.

2011 03-10 fisser voogt ormel velthuis tondeur tpack-stebi from Petra Fisser

]]> 739 2 https://cdn.slidesharecdn.com/ss_thumbnails/2011-03-10fisservoogtormelvelthuistondeurtpack-stebi-110310125842-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 2011 03-10 alayyar fisser voogt measuring tpack site /slideshow/2011-0310-alayyar-fisser-voogt-measuring-tpack-site/7221840 2011-03-10alayyarfisservoogtmeasuringtpacksite-110310125721-phpapp01
The TPACK framework has been used to prepare prospective science teachers at the Public Authority of Applied Education and Training (PAAET) in Kuwait for technology integration in education. Prospective science teachers worked in teams to design a technological solution for a pedagogical problem that teachers usually face. Prospective science teachers were separated in two groups. The first group was coached by technology, pedagogy, and content experts (human support condition). The second group (blended support condition) was supported by using a blended approach, by which they had access to an online portal with different tutorials and examples and they also had the opportunity to meet with the technology, pedagogy and content experts whenever needed. From the literature there is strong evidence that a positive teacher attitude towards technology plays a critical role in the success of the technology integration process, but only a positive attitude to use technology in education is pointless if it is not supported with the necessary skills to use technology (Christensen & Knezek, 2008). In a pre-test post test design data were collected of prospective science teachers’ attitude toward ICT, their ICT skills, and their TPACK. The study showed that the attitude towards ICT, Technological Knowledge (TK) and technological skills were increased. This implies that the prospective teachers became more competent and confident in using technology. It was also found that there was significant growth in TPACK. However, it was found that the blended support condition had a higher increase in their Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK), and their attitude toward computer as a tool for productivity and enjoyment compared to the human support condition. This indicates that the blended approach for supporting design teams could be a suitable method to enhance the development of TPACK. ]]>
The TPACK framework has been used to prepare prospective science teachers at the Public Authority of Applied Education and Training (PAAET) in Kuwait for technology integration in education. Prospective science teachers worked in teams to design a technological solution for a pedagogical problem that teachers usually face. Prospective science teachers were separated in two groups. The first group was coached by technology, pedagogy, and content experts (human support condition). The second group (blended support condition) was supported by using a blended approach, by which they had access to an online portal with different tutorials and examples and they also had the opportunity to meet with the technology, pedagogy and content experts whenever needed. From the literature there is strong evidence that a positive teacher attitude towards technology plays a critical role in the success of the technology integration process, but only a positive attitude to use technology in education is pointless if it is not supported with the necessary skills to use technology (Christensen & Knezek, 2008). In a pre-test post test design data were collected of prospective science teachers’ attitude toward ICT, their ICT skills, and their TPACK. The study showed that the attitude towards ICT, Technological Knowledge (TK) and technological skills were increased. This implies that the prospective teachers became more competent and confident in using technology. It was also found that there was significant growth in TPACK. However, it was found that the blended support condition had a higher increase in their Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK), and their attitude toward computer as a tool for productivity and enjoyment compared to the human support condition. This indicates that the blended approach for supporting design teams could be a suitable method to enhance the development of TPACK. ]]> Thu, 10 Mar 2011 12:57:18 GMT /slideshow/2011-0310-alayyar-fisser-voogt-measuring-tpack-site/7221840 pfisser@slideshare.net(pfisser) 2011 03-10 alayyar fisser voogt measuring tpack site pfisser The TPACK framework has been used to prepare prospective science teachers at the Public Authority of Applied Education and Training (PAAET) in Kuwait for technology integration in education. Prospective science teachers worked in teams to design a technological solution for a pedagogical problem that teachers usually face. Prospective science teachers were separated in two groups. The first group was coached by technology, pedagogy, and content experts (human support condition). The second group (blended support condition) was supported by using a blended approach, by which they had access to an online portal with different tutorials and examples and they also had the opportunity to meet with the technology, pedagogy and content experts whenever needed. From the literature there is strong evidence that a positive teacher attitude towards technology plays a critical role in the success of the technology integration process, but only a positive attitude to use technology in education is pointless if it is not supported with the necessary skills to use technology (Christensen & Knezek, 2008). In a pre-test post test design data were collected of prospective science teachers’ attitude toward ICT, their ICT skills, and their TPACK. The study showed that the attitude towards ICT, Technological Knowledge (TK) and technological skills were increased. This implies that the prospective teachers became more competent and confident in using technology. It was also found that there was significant growth in TPACK. However, it was found that the blended support condition had a higher increase in their Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK), and their attitude toward computer as a tool for productivity and enjoyment compared to the human support condition. This indicates that the blended approach for supporting design teams could be a suitable method to enhance the development of TPACK. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2011-03-10alayyarfisservoogtmeasuringtpacksite-110310125721-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> The TPACK framework has been used to prepare prospective science teachers at the Public Authority of Applied Education and Training (PAAET) in Kuwait for technology integration in education. Prospective science teachers worked in teams to design a technological solution for a pedagogical problem that teachers usually face. Prospective science teachers were separated in two groups. The first group was coached by technology, pedagogy, and content experts (human support condition). The second group (blended support condition) was supported by using a blended approach, by which they had access to an online portal with different tutorials and examples and they also had the opportunity to meet with the technology, pedagogy and content experts whenever needed. From the literature there is strong evidence that a positive teacher attitude towards technology plays a critical role in the success of the technology integration process, but only a positive attitude to use technology in education is pointless if it is not supported with the necessary skills to use technology (Christensen & Knezek, 2008). In a pre-test post test design data were collected of prospective science teachers’ attitude toward ICT, their ICT skills, and their TPACK. The study showed that the attitude towards ICT, Technological Knowledge (TK) and technological skills were increased. This implies that the prospective teachers became more competent and confident in using technology. It was also found that there was significant growth in TPACK. However, it was found that the blended support condition had a higher increase in their Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK), and their attitude toward computer as a tool for productivity and enjoyment compared to the human support condition. This indicates that the blended approach for supporting design teams could be a suitable method to enhance the development of TPACK.

2011 03-10 alayyar fisser voogt measuring tpack site from Petra Fisser

]]> 884 3 https://cdn.slidesharecdn.com/ss_thumbnails/2011-03-10alayyarfisservoogtmeasuringtpacksite-110310125721-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 2010-03-06 Fisser Voogt Taaltreffers IFIP /slideshow/20100306-fisser-voogt-taaltreffers-ifip/7172975 2010-03-06fisservoogttaaltreffersifip-110306224934-phpapp01
Taaltreffers (“Word Score”) is an online serious game intended to increase the vocabulary of pupils in primary schools in the 10-12 age range. The game and the additional materials are designed with the model of Verhallen and Verhallen, in which words are presented in four stages: activating previous knowledge, explaining new words, consolidating new words and testing if the words are part of the daily vocabulary. The game has been piloted at ten schools and the evaluation shows that the vocabulary of the students has increased significantly after playing the game.]]>
Taaltreffers (“Word Score”) is an online serious game intended to increase the vocabulary of pupils in primary schools in the 10-12 age range. The game and the additional materials are designed with the model of Verhallen and Verhallen, in which words are presented in four stages: activating previous knowledge, explaining new words, consolidating new words and testing if the words are part of the daily vocabulary. The game has been piloted at ten schools and the evaluation shows that the vocabulary of the students has increased significantly after playing the game.]]> Sun, 06 Mar 2011 22:49:32 GMT /slideshow/20100306-fisser-voogt-taaltreffers-ifip/7172975 pfisser@slideshare.net(pfisser) 2010-03-06 Fisser Voogt Taaltreffers IFIP pfisser Taaltreffers (“Word Score”) is an online serious game intended to increase the vocabulary of pupils in primary schools in the 10-12 age range. The game and the additional materials are designed with the model of Verhallen and Verhallen, in which words are presented in four stages: activating previous knowledge, explaining new words, consolidating new words and testing if the words are part of the daily vocabulary. The game has been piloted at ten schools and the evaluation shows that the vocabulary of the students has increased significantly after playing the game. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2010-03-06fisservoogttaaltreffersifip-110306224934-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Taaltreffers (“Word Score”) is an online serious game intended to increase the vocabulary of pupils in primary schools in the 10-12 age range. The game and the additional materials are designed with the model of Verhallen and Verhallen, in which words are presented in four stages: activating previous knowledge, explaining new words, consolidating new words and testing if the words are part of the daily vocabulary. The game has been piloted at ten schools and the evaluation shows that the vocabulary of the students has increased significantly after playing the game.

2010-03-06 Fisser Voogt Taaltreffers IFIP from Petra Fisser

]]> 561 4 https://cdn.slidesharecdn.com/ss_thumbnails/2010-03-06fisservoogttaaltreffersifip-110306224934-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 https://cdn.slidesharecdn.com/profile-photo-pfisser-48x48.jpg?cb=1615453639 Petra is currently working at the National Institute for Curriculum Development (SLO) in the Netherlands. Her work focuses on TPACK, the use and implementation of ICT in education and recently she was involved in a project on 21st century skills. Before working at SLO, Petra worked at the University of Twente, department of Curriculum Design & Educational Innovation. Her research and teaching activities were related to TPACK, and the implementation and use of new media in (higher) education. Research projects focused on TPACK, serious games, electronic whiteboards in primary education, ubiquitous learning, and the role of the middle manager in implementation processes. Courses that Pet... www.tpack.nl https://cdn.slidesharecdn.com/ss_thumbnails/digitale-geletterdheid-workshop-160209110400-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/digitale-geletterdheid-workshop/58046585 Digitale Geletterdheid... https://cdn.slidesharecdn.com/ss_thumbnails/computationalthinking-velonsymposium-160208092009-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/computational-thinking-symposium/57996273 Computational Thinking... https://cdn.slidesharecdn.com/ss_thumbnails/2015-01-20item21stcenturyskillsslideshare-150120053102-conversion-gate01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/20150120-21st-century-skills-in-the-netherlands/43694588 2015-01-20 21st centur...