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Curriculum Flexibility in a Blended Curriculum
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Jonker, Herma; März, Virginie; Voogt, Joke – Australasian Journal of Educational Technology, 2020
This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students' needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended…
Descriptors: Curriculum Development, Student Needs, Blended Learning, Educational Technology
Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning
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Alayyar, Ghaida M.; Fisser, Petra; Voogt, Joke – Australasian Journal of Educational Technology, 2012
The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school…
Descriptors: Foreign Countries, Blended Learning, Computer Attitudes, Computer Literacy
Instructors and Students Competences, Perceptions, and Access to E-Learning Technologies: Implications for Implementation at the Open University of Tanzania
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Nihuka, Kassimu A.; Voogt, Joke – International Journal on E-Learning, 2011
In most sub-Sahara African countries, distance education is delivered using print materials complemented by a few face-to-face sessions. The approach is associated with a myriad of challenges some of which can be addressed by appropriately selected e-learning technologies based on the context in which they need to be used. This study was designed…
Descriptors: Foreign Countries, Developing Nations, Electronic Learning, Open Universities
Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania
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Voogt, Joke; Tilya, Frank; van den Akker, Jan – Journal of Science Education and Technology, 2009
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which educative curriculum materials were used to prepare teachers for student-centered education and…
Descriptors: Student Attitudes, Laboratories, Foreign Countries, Science Teachers