International handbook of information technology in primary and secondary education

By Joke Voogt, Gerald A. Knezek. 2008

795 citations recorded by the source corpus.

Subfields: Computer Science Applications, Information Systems

View Paper: https://www.semanticscholar.org/paper/449738532a8b9777fb9d6e4c76b1b3bfc69a4c74

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

1. R. Luckin
2. Dominik Petko
3. Rune Johan Krumsvik
4. Mutlu Cukurova

In Information Systems

1. Anne T. Ottenbreit-Leftwich
2. R. Luckin
3. Dominik Petko
4. Rune Johan Krumsvik
5. Mutlu Cukurova
6. Peggy A. Ertmer

Citations in the corpus

• Teachers' pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the 'will, skill, tool' model and integrating teachers' constructivist orientations (2012, methodology): “This model has gained prominence through its integration in the recent International Handbook of Information Technology in Primary and Secondary Education (Voogt & Knezek, 2008) and subsequent studies (e.g. Agyei & Voogt, 2011).”
• Designing educational technologies in the age of AI: A learning sciences-driven approach (2019, background): “Evidence has shown that the design and use of an EdTech plays a big role in its impact on educational outcomes and on the nature of the evidence generated regarding its efficacy (see for instance Reeves 2008; Pilkington 2008).”
• Teacher educators' digital competence (2014, background): “In order to make improvements in the area of digital competence in teacher education, Kirschner et al. (2008) have suggested a new initiative: In the case of teacher learning for pedagogical use of ICT this would include getting the net-generation of student teachers to contribute as digital…”
• Professional development through lesson study: teaching the derivative using GeoGebra (2015, background): “Research outcomes report that despite the numerous benefits of using technology in mathematics education, the process of embedding technology in classrooms is slow and complex (Cuban et al. 2001, Voogt and Knezek 2008).”
• Teacher Technology Change (2010, background): “Although traditional definitions of learning have focused primarily on achievement, new definitions focus on engagement, participation, and knowledge creation (Lai, 2008).”