Browsing CEMO Centre for Educational Measurement by Author "Tondeur, Jo"
Now showing items 1-9 of 9
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Scherer, Ronny; Siddiq, Fazilat; Tondeur, Jo (Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2020)Technology acceptance has been widely discussed and examined in educational contexts. Despite the variety of models and measures describing teachers' technology acceptance, two key assumptions persist in the existing body ...
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Tondeur, Jo; Scherer, Ronny; Siddiq, Fazilat; Baran, Evrim (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2017)This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological ...
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Scherer, Ronny; Siddiq, Fazilat; Howard, Sarah K.; Tondeur, Jo (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2023)During the last years, the “Great Online Transition” has brought to light large variation in teachers' readiness for online teaching and learning (OTL). Drawing from an international sample of 731 higher-education teachers, ...
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Scherer, Ronny; Tondeur, Jo; Siddiq, Fazilat; Baran, Evrim (Journal article / Tidsskriftartikkel / SubmittedVersion, 2018)A large body of literature suggests that attitudes toward technology and its educational use are important determinants of technology acceptance and integration in classrooms. At the same time, teachers' Technological, ...
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Scherer, Ronny; Tondeur, Jo; Siddiq, Fazilat (Journal article / Tidsskriftartikkel / SubmittedVersion, 2017)The Technological, Pedagogical, and Content Knowledge (TPACK) framework – a framework which proposes a set of knowledge domains that are essential for effective teaching with technology – has gained considerable attention ...
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Scherer, Ronny; Howard, Sarah K.; Tondeur, Jo; Siddiq, Fazilat (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2020)The COVID-19 pandemic has forced a shift to online teaching and learning (OTL) in colleges and universities across the globe, requiring teachers to adapt their teaching in a very short time—independent of whether they were ...
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Howard, Sarah K.; Tondeur, Jo; Siddiq, Fazilat; Scherer, Ronny (Journal article / Tidsskriftartikkel / SubmittedVersion, 2020)In a very short time, secondary school education across the globe transitioned to online learning and teaching, in response to the Covid-19 pandemic. This study aims at identifying teacher profiles in secondary education ...
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Scherer, Ronny; Siddiq, Fazilat; Howard, Sarah K.; Tondeur, Jo (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2023)In the present study, we tested the common assumption that teachers with more experience consider themselves better prepared for online teaching and learning (OTL). Utilizing the data from a survey of 366 higher-education ...
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Tondeur, Jo; Howard, Sarah K.; Scherer, Ronny; Siddiq, Fazilat (Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2023)The Covid-19 pandemic provided a critical opportunity to understand how teachers experienced and perceived online practices, as they transitioned to emergency remote teaching. However, how these experiences relate, and how ...