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Direct linkCviko, Amina; McKenney, Susan; Voogt, Joke – Technology, Pedagogy and Education, 2015
Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outcomes. A case-study method was used to investigate:…
Descriptors: Learning Activities, Emergent Literacy, Technology Uses in Education, Technology Integration
Cviko, Amina; McKenney, Susan; Voogt, Joke – Educational Technology Research and Development, 2012
PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils' engagement…
Descriptors: Foreign Countries, Developmentally Appropriate Practices, Educational Technology, Kindergarten
McKenney, Susan; Voogt, Joke – Australasian Journal of Early Childhood, 2012
The active participation of teachers in designing classroom learning experiences contributes to teacher abilities to facilitate learning. This paper reports on a case study of one Dutch teacher designing a technology-rich learning environment for emergent literacy. Data was collected to explore the design and implementation of the learning…
Descriptors: Class Activities, Feasibility Studies, Learning Activities, Educational Technology
Vos, Martin A. J.; Taconis, Ruurd; Jochems, Wim M. G.; Pilot, Albert – Chemistry Education Research and Practice, 2010
We present a framework for analysing the interplay between context-based teaching material and teachers, and for evaluating the adequacy of the resulting implementation of context-based pedagogy in chemistry classroom practice. The development of the framework is described, including an account of its theoretical foundations. The framework needs…
Descriptors: Curriculum Development, Chemistry, Instructional Materials, Science Teachers
Tadema, Annemarie C.; Vlaskamp, Carla; Ruijssenaars, Wied – Education and Training in Developmental Disabilities, 2008
Until recently in the Netherlands, students with profound intellectual and multiple disabilities (PIMD) rarely made use of the educational facilities available. As a result of a new law passed in 2003, an increasing number of students attend school. A specific curriculum has been developed, but no knowledge has been gained regarding the…
Descriptors: Multiple Disabilities, Foreign Countries, Educational Facilities, Case Studies
