Search results for author:"Dominik Petko"
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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
Computers & Education Vol. 58, No. 4 (May 2012) pp. 1351–1359
The ‘will, skill, tool’ model is a well-established theoretical framework that elucidates the conditions under which teachers are most likely to employ information and communication technologies (ICT) in the classroom. Past studies have shown that...
British Journal of Educational Technology Vol. 47, No. 1 (Jan 01, 2016) pp. 151–163
Serious games are generally considered to induce positive effects in the areas of learning motivation and learning gains. Yet few studies have examined how these factors are related. Therefore, an empirical study was conducted to test the...
Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students?
Computers & Education Vol. 136, No. 1 (July 2019) pp. 75–86
In order to develop 21st-century skills, especially with respect to digital technologies, students are supposed to know how to use digital technologies for learning and problem solving. In recent years, approaches to personalized learning have been...
The Interplay of School Readiness and Teacher Readiness for Educational Technology Integration: A Structural Equation Model
Computers in the Schools Vol. 35, No. 1 (2018) pp. 1–18
Decades of research have shown that technological change in schools depends on multiple interrelated factors. Structural equation models explaining the interplay of factors often suffer from high complexity and low coherence. To reduce complexity, a ...
Supporting learning with weblogs in science education: A comparison of blogging and hand-written reflective writing with and without prompts
Themes in Science and Technology Education Vol. 7, No. 1 (Sep 10, 2014) pp. 3–17
The goal of this study was to compare how weblogs and traditional hand-written reflective learning protocols compare regarding the use of cognitive and metacognitive strategies for knowledge acquisition as well as learning gains in secondary school...
Computers & Education Vol. 84, No. 1 (May 2015) pp. 49–61
Past research has suggested that innovation processes in schools are more successful when they are participatory and voluntary. To examine this notion, we categorized schools into one of four different innovation-process types, based on group...
Rhonda Christensen; Koos Eichhorn; Sarah Prestridge; Dominik Petko; Henk Sligte; Rowland Baker; Ghaida Alayyar; Gerald Knezek
Technology, Knowledge and Learning Vol. 23, No. 3 (2018) pp. 457–472
Learning leaders have important roles in facilitating and supporting the effective and innovative integration of technology in schools. Many leaders who are charged with the task of technology integration have not received professional development...