This paper examines the relation between innovations and productivity in Dutch secondary schools. Innovation clusters are directly included in the production model. In order to correct for differences between schools, we add school type, region and year controls. The results indicate that process innovations, teacher professionalization…

This article discusses the factors which stimulate or limit the innovative use of ICT by teacher educators in the Netherlands. Innovative use of ICT is defined as the use of ICT applications that support the educational objectives based on the needs of the current knowledge society. Explorative path analysis and case studies were used to study the…

The present study examined the out-of-school literacy activities of 70 students in 7th grade of prevocational training schools in the Netherlands. Guttmann's Facet Theory was applied to study literacy as a complex, multifaceted phenomenon. With the increasing influence of digital technologies, the facet design approach was found especially suited…

There is a growing interest in the use of simulations and games in Dutch higher education. This development is based on the perception that students belong to the "gamer generation" or "net generation": a generation that has grown up with computer games and other technology affecting their preferred learning styles, social…

In this study the effects of two different interactive learning tasks, in which simple games were included were described with respect to student motivation and deep strategy use. The research involved 235 students from four elementary schools in The Netherlands. One group of students (N = 128) constructed their own memory "drag and…

This case study illustrates the sequential process of the joint and individual knowledge elaboration in a computer-supported collaborative learning (CSCL) environment. The case comprised an Internet-based physics problem-solving platform. Six Dutch secondary school students (three males, three females) participated in the three-week experiment.…

E-learning environments increasingly serve as important infrastructural features of universities that enable teachers to provide students with different representations of knowledge and to enhance interaction between teachers and students and amongst students themselves. This study was designed to identify factors that can explain teachers' use of…

Most asynchronous computer-supported collaborative learning (CSCL) environments can be characterized as "functional" environments because they focus on functional, task-specific support, often disregarding explicit support for the social (emotional) aspects of learning in groups which are acknowledged by many educational researchers to…