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Prof. dr. J.M. (Joke) Voogt

Faculty of Social and Behavioural Sciences
Programme group: Educational Sciences
Photographer: Jeroen Oerlemans
Visiting address
  • Nieuwe Achtergracht 127
Postal address
  • Postbus 15776
    1001 NG Amsterdam
Contact details
  • Publications

    2023

    • Potters, O. T. A., van Schijndel, T. J. P., Jak, S., & Voogt, J. M. (2023). Two decades of research on children's creativity development during primary education in relation to task characteristics. Educational Research Review, 39.

    2022

    • Veltman, M. E., van Keulen, J., & Voogt, J. M. (2022). Teacher strategies that foster students’ boundary-crossing expertise when addressing problems with wicked tendencies. Journal of Vocational Education & Training. https://doi.org/10.1080/13636820.2022.2138509
    • den Heijer, P., Zondervan, T., van Kan, C., & Voogt, J. M. (2022). Towards preparing teachers for guiding inter-affective learning experiences in a higher vocational education curriculum. The Curriculum Journal. https://doi.org/10.1002/curj.183
    • van de Kuilen, H., Kosar-Altinyelken, H., Voogt, J. M., & Nzabalirwa, W. (2022). Recontextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools. Compare - A Journal of Comparative and International Education, 52(6), 966-983. https://doi.org/10.1080/03057925.2020.1847044 [details]

    2021

    • Eggers, J. H., Oostdam, R., & Voogt, J. (2021). Self-regulation strategies in blended learning environments in higher education: A systematic review. Australasian Journal of Educational Technology, 37(6), 175-192. https://doi.org/10.14742/ajet.6453 [details]
    • Howard, S. K., Schrum, L., Voogt, J., & Sligte, H. (2021). Designing research to inform sustainability and scalability of digital technology innovations. Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09913-y
    • Veltman, M. E., van Keulen, J., & Voogt, J. M. (2021). Using problems with wicked tendencies as vehicles for learning in higher professional education: towards coherent curriculum design. Curriculum Journal, 32(3), 559-583. https://doi.org/10.1002/curj.100 [details]
    • Voogt, J., & Knezek, G. (2021). Learners and learning contexts: international perspectives on new alignments for the digital age. Educational Technology Research and Development, 69(4), 2083-2089. https://doi.org/10.1007/s11423-021-09985-4 [details]
    • Voogt, J., & Knezek, G. (2021). Teaching and Learning with Technology During the COVID-19 Pandemic: Highlighting the Need for Micro-Meso-Macro Alignments. Canadian Journal of Learning and Technology, 47(4). https://doi.org/10.21432/cjlt28150 [details]
    • Wijnen, F., Walma van der Molen, J., & Voogt, J. (2021). Measuring primary school teachers’ attitudes towards stimulating higher-order thinking (SHOT) in students: Development and validation of the SHOT questionnaire. Thinking Skills and Creativity, 42, [100954]. https://doi.org/10.1016/j.tsc.2021.100954 [details]
    • Wijnen, F., Walma van der Molen, J., & Voogt, J. (2021). Primary school teachers’ attitudes toward technology use and stimulating higher-order thinking in students: a review of the literature. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2021.1991864

    2020

    2019

    2018

    • Jonker, H., März, V., & Voogt, J. (2018). Curriculum flexibility in a blended curriculum. In T. Bastiaens (Ed.), EdMedia + Innovate Learning : 2018 Conference: June 25-29, 2018 : Amsterdam, The Netherlands (pp. 450-455). Waynesville, NC: Association for the Advancement of Computing in Education (AACE). [details]
    • Jonker, H., März, V., & Voogt, J. (2018). Teacher educators’ professional identity under construction: The transition from teaching face-to-face to a blended curriculum. Teaching and Teacher Education, 71, 120-133. https://doi.org/10.1016/j.tate.2017.12.016 [details]
    • Niederhauser, D. S., Howard, S. K., Voogt, J., Agyei, D. D., Laferriere, T., Tondeur, J., & Cox, M. J. (2018). Sustainability and Scalability in Educational Technology Initiatives: Research‐Informed Practice. Technology, Knowledge and learning, 23(3), 507-523. https://doi.org/10.1007/s10758-018-9382-z [details]
    • Pareja Roblin, N., Tondeur, J., Voogt, J., Bruggeman, B., Mathieu, G., & van Braak, J. (2018). Practical considerations informing teachers’ technology integration decisions: the case of tablet PCs. Technology, Pedagogy and Education, 27(2), 165-181. https://doi.org/10.1080/1475939X.2017.1414714 [details]
    • Voogt, J. M., Veltman, M. E., & Van Keulen, J. (2018). Kritisch denken als een 21ste-eeuwse vaardigheid: veelbelovende aanpakken voor de onderwijspraktijk. Pedagogische Studiën, 95(5/6), 329-340. https://pedagogischestudien.nl/search?identifier=84b72e95-9dcb-46b2-8b74-a76fb8b34d1d [details]
    • Voogt, J., & Knezek, G. (2018). Rethinking learning in a digital age: Outcomes from EDUsummIT 2017. Technology, Knowledge and learning, 23(3), 369-375. https://doi.org/10.1007/s10758-018-9383-y [details]
    • van de Oudeweetering, K., & Voogt, J. (2018). De rol van nationaal beleid, schoolbeleid en leraren in de implementatie van 21e eeuwse vaardigheden: Het perspectief van de leraar. Pedagogiek, 38(1), 21-46. https://doi.org/10.5117/PED2018.1.OUDE [details]
    • van de Oudeweetering, K., & Voogt, J. (2018). Teachers’ conceptualization and enactment of twenty-first century competences: exploring dimensions for new curricula. The Curriculum Journal, 29(1), 116-133. https://doi.org/10.1080/09585176.2017.1369136 [details]

    2017

    • Aesaert, K., Voogt, J., Kuiper, E., & van Braak, J. (2017). Accuracy and bias of ICT self-efficacy: an empirical study into students' over- and underestimation of their ICT competences. Computers in Human Behavior, 75, 92-102. https://doi.org/10.1016/j.chb.2017.05.010 [details]
    • Becuwe, H., Pareja Roblin, N., Tondeur, J., Thys, J., Castelein, E., & Voogt, J. (2017). Conditions for the successful implementation of teacher educator design teams for ICT integration: A Delphi study. Australasian Journal of Educational Technology, 33(2), 159-172. https://doi.org/10.14742/ajet.2789 [details]
    • Bolhuis, E., Schildkamp, K., Luyten, H., & Voogt, J. (2017). Het gebruik van data door lerarenopleiders van de pabo. Pedagogische Studiën, 94(1), 49-70. [details]
    • Huizenga, J. C., ten Dam, G. T. M., Voogt, J. M., & Admiraal, W. F. (2017). Teacher perceptions of the value of game-based learning in secondary education. Computers and Education, 110, 105-115. https://doi.org/10.1016/j.compedu.2017.03.008 [details]
    • McKenney, S., & Voogt, J. (2017). Expert views on TPACK for early literacy: Priorities for teacher education. Australasian Journal of Educational Technology, 33(5). https://doi.org/10.14742/ajet.2502 [details]
    • Smits, A., & Voogt, J. (2017). Elements of satisfactory online asynchronous teacher behaviour in higher education. Australasian Journal of Educational Technology, 33(2), 97- 114. https://doi.org/10.14742/ajet.2929 [details]
    • Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 157-177. https://doi.org/10.1080/1475939X.2016.1193556 [details]
    • Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 26(1), 69-83. https://doi.org/10.1080/1475939X.2016.1174730 [details]

    2016

    • Agyei, D. D., & Voogt, J. M. (2016). Pre-service mathematics teachers’ learning and teaching of activity-based lessons supported with spreadsheets. Technology, Pedagogy and Education, 25(1), 39-59. https://doi.org/10.1080/1475939X.2014.928648 [details]
    • Albashiry, N. M., Voogt, J. M., & Pieters, J. M. (2016). Curriculum leadership in action: A tale of four community college Heads of Department leading a curriculum development project. Community College Journal of Research and Practice, 40(5), 401-413. https://doi.org/10.1080/10668926.2015.1065775 [details]
    • Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Education Technology and Society, 19(3), 47-57. [details]
    • Belo, N., McKenney, S., Voogt, J., & Bradley, B. (2016). Teacher knowledge for using technology to foster early literacy: A literature review. Computers in Human Behavior, 60(July), 372-383. https://doi.org/10.1016/j.chb.2016.02.053 [details]
    • Bolhuis, E. D., Schildkamp, K., & Voogt, J. M. (2016). Improving teacher education in the Netherlands: Data team as learning team? European Journal of Teacher Education, 39(3), 320-339. https://doi.org/10.1080/02619768.2016.1171313 [details]
    • Bolhuis, E., Schildkamp, K., & Voogt, J. (2016). Data-based decision making in teams: Enablers and barriers. Educational Research and Evaluation, 22(3-4), 213-233. https://doi.org/10.1080/13803611.2016.1247728 [details]
    • Boschman, F., McKenney, S., Pieters, J., & Voogt, J. (2016). Exploring the role of content knowledge in teacher design conversations. Journal of Computer Assisted Learning, 32(2), 157-169. https://doi.org/10.1111/jcal.12124 [details]
    • Fluck, A., Webb, M., Cox, M., Angeli, C., Malyn-Smith, J., Voogt, J., & Zagami, J. (2016). Arguing for Computer Science in the school curriculum. Education Technology and Society, 19(3), 38-46. [details]
    • Heitink, M., Voogt, J., Verplanken, L., van Braak, J., & Fisser, P. (2016). Teachers’ professional reasoning about their pedagogical use of technology. Computers and Education, 101, 70-83. https://doi.org/10.1016/j.compedu.2016.05.009 [details]
    • Jonker, H. M., März, V. S. C., & Voogt, J. M. (2016). Curriculumontwerpteams in (inter)actie: Onderzoek naar de relatie tussen het netwerk van een ontwerpteam en draagvlak in het bredere docententeam. Pedagogische Studiën, 93(4), 241-258. [details]
    • Kafyulilo, A., Fisser, P., & Voogt, J. (2016). Factors affecting teachers’ continuation of technology use in teaching. Education and Information Technologies, 21(6), 1535-1554. https://doi.org/10.1007/s10639-015-9398-0 [details]
    • Kafyulilo, A., Fisser, P., & Voogt, J. (2016). Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania. Education and Information Technologies, 21(2), 301-318. https://doi.org/10.1007/s10639-014-9321-0 [details]
    • Lai, K-W., Voogt, J., Knezek, G., & Gibson, D. (2016). EDUsummIT: A Global Knowledge Building Community for Educational Researchers, Practitioners, and Policy Makers. Education Technology and Society, 19(3), 5-15. [details]
    • Pieters, J. M., & Voogt, J. M. (2016). Teacher learning through teacher teams: What makes learning in teacher teams successful? Educational Research and Evaluation, 22(3-4), 115-120. https://doi.org/10.1080/13803611.2016.1247726 [details]
    • Voogt, J. M., Pieters, J. M., & Handelzalts, A. (2016). Teacher collaboration in curriculum design teams: Effects, mechanisms and conditions. Educational Research and Evaluation, 22(3-4), 121-140. https://doi.org/10.1080/13803611.2016.1247725 [details]
    • Voogt, J., & Knezek, G. (2016). Guest Editorial:Technology Enhanced Quality Education for All: Outcomes from EDUsummIT 2015. Education Technology and Society, 19(3), 1-4. [details]
    • Voogt, J., Fisser, P., Tondeur, J., & van Braak, J. (2016). Using theoretical perspectives in developing an understanding of TPACK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (2 ed., pp. 33-51). New York: Routledge. [details]
    • Yadav, A., Good, J., Voogt, J., & Fisser, P. (2016). Computational thinking as an emerging competence domain. In M. Mulder (Ed.), Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (pp. 1051-1067). (Technical and vocational education and training ; Vol. 23). Springer. [details]

    2015

    • Agyei, D. D., & Voogt, J. M. (2015). Pre-service teachers’ TPACK competencies for spreadsheet integration: insights from a mathematics-specific instructional technology course. Technology, Pedagogy and Education, 24(5), 605-625. https://doi.org/10.1080/1475939X.2015.1096822 [details]
    • Albashiry, N. M., Voogt, J. M., & Pieters, J. M. (2015). Curriculum Design Practices of a Vocational Community College in a Developing Context: Challenges and Needs. Community College Journal of Research and Practice, 39(12), 1137-1152. https://doi.org/10.1080/10668926.2014.942894 [details]
    • Albashiry, N. M., Voogt, J. M., & Pieters, J. M. (2015). Improving curriculum development practices in a technical vocational community college: examining effects of a professional development arrangement for middle managers. The Curriculum Journal, 26(3), 425-451. https://doi.org/10.1080/09585176.2015.1040041 [details]
    • Albashiry, N. M., Voogt, J. M., & Pieters, J. M. (2015). Teacher collaborative curriculum design in technical vocational colleges: a strategy for maintaining curriculum consistency? The Curriculum Journal, 26(4), 601-624. https://doi.org/10.1080/09585176.2015.1058281 [details]
    • Boschman, F., McKenney, S., & Voogt, J. (2015). Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities. Computers and Education, 82, 250-262. https://doi.org/10.1016/j.compedu.2014.11.010 [details]
    • Boschman, F., McKenney, S., Pieters, J. M., & Voogt, J. (2015). Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: Four portraits. E-learning Papers, 44, [1]. [details]
    • Cviko, A., McKenney, S., & Voogt, J. (2015). Exploring Teacher Roles and Pupil Outcomes in Technology-Rich Early Literacy Learning. In M. Orey, & R. M. Branch (Eds.), Educational Media and Technology Yearbook. - Vol. 39 (pp. 123-145). Springer. https://doi.org/10.1007/978-3-319-14188-6_10 [details]
    • Cviko, A., McKenney, S., & Voogt, J. (2015). Teachers as co-designers of technology-rich learning activities for early literacy. Technology, Pedagogy and Education, 24(4), 443-459. https://doi.org/10.1080/1475939X.2014.953197 [details]
    • Fisser, P., Voogt, J., van Braak, J., & Tondeur, J. (2015). Measuring and Assessing TPACK (technological, pedagogical content knowledge). In J. M. Spector (Ed.), The SAGE Encyclopedia of Educational Technology. - Vol. 2 (pp. 490-493). Sage Publications. [details]
    • Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. (2015). Fostering teachers' design expertise in teacher design teams: conducive design and support activities. The Curriculum Journal, 26(1), 137-163. https://doi.org/10.1080/09585176.2014.990395 [details]
    • Kafyulilo, A. C., Fisser, P., & Voogt, J. (2015). Supporting Teachers Learning Through the Collaborative Design of Technology-Enhanced Science Lessons. Journal of Science Teacher Education, 26(8), 673-694. https://doi.org/10.1007/s10972-015-9444-1 [details]
    • Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzan: Developing Technological Pedagogical Content Knowledge. Australasian Journal of Educational Technology, 31(4), 381-399. https://doi.org/10.14742/ajet.1240 [details]
    • McKenney, S., Kali, Y., Markauskaite, L., & Voogt, J. (2015). Teacher design knowledge for technology enhanced learning: an ecological framework for investigating assets and needs. Instructional Science, 43(2), 181-202. https://doi.org/10.1007/s11251-014-9337-2 [details]
    • Voogt, J., & Fisser, P. (2015). Computer-assisted instruction. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (2 ed., Vol. 4, pp. 493-497). Amsterdam: Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92027-0 [details]
    • Voogt, J., & Tondeur, J. (2015). Towards design-based approaches for ICT integration in African education. Technology, Pedagogy and Education, 24(5), 527-535. https://doi.org/10.1080/1475939X.2015.1099564 [details]
    • Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20(4), 715-728. https://doi.org/10.1007/s10639-015-9412-6 [details]
    • Voogt, J., Knezek, G., & Pareja Roblin, N. (2015). Research-informed strategies to address educational challenges in a digitally networked world. Education and Information Technologies, 20(4), 619-623. https://doi.org/10.1007/s10639-015-9430-4 [details]
    • Voogt, J., Laferrière, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259-282. https://doi.org/10.1007/s11251-014-9340-7 [details]

    2014

    • Agyei, D. D., & Voogt, J. (2014). Examining factors affecting beginning teachers' transfer of learning of ICT-enhanced learning activities in their teaching practice. Australasian Journal of Educational Technology, 30(1), 92-105. [details]
    • Boschman, F., McKenney, S., & Voogt, J. M. (2014). Understanding decision making in teachers' curriculum design approaches. Educational Technology Research and Development, 62(4), 393-416. https://doi.org/10.1007/s11423-014-9341-x [details]
    • Cviko, A., McKenney, S., & Voogt, J. (2014). Teacher roles in designing technology-rich learning activities for early literacy: a cross-case analysis. Computers and Education, 72, 68-79. https://doi.org/10.1016/j.compedu.2013.10.014 [details]
    • Fisser, P., Ervin, L., Voogt, J., & Koehler, M. (2014). Measuring TPACK... Yes! But how? A working session. In M. Searson, & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 907-908). Chesapeake, VA: Association for the Advancement of Computing in Education. [details]
    • Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. M. (2014). Teacher involvement in curriculum design: need for support to enhance teachers' design expertise. Journal of Curriculum Studies, 46(1), 33-57. https://doi.org/10.1080/00220272.2013.834077 [details]
    • Kafyulilo, A., Fisser, P., & Voogt, J. (2014). Determinants of the sustainability of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills. In M. Searson, & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 2130-2136). Chesapeake, VA: Association for the Advancement of Computing in Education. [details]
    • Pareja Roblin, N. N., Ormel, B. J. B., McKenney, S. E., Voogt, J. M., & Pieters, J. M. (2014). Linking research and practice through teacher communities: a place where formal and practical knowledge meet? European Journal of Teacher Education, 37(2), 183-203. https://doi.org/10.1080/02619768.2014.882312 [details]
    • Voogt, J., & ten Brummelhuis, A. (2014). Information literacy in the Netherlands: rise, fall and revival. In A. Tatnall, & B. Davey (Eds.), Reflections on the history of computers in education: early use of computers and teaching about computing in schools (pp. 83-93). (IFIP advances in information and communications technology; No. 424). Springer. https://doi.org/10.1007/978-3-642-55119-2_5 [details]
    • Voogt, J., Knezek, G., & Searson, M. (2014). EDUsummIT 2013 call to action: outcomes from the 2013 international summit on ICT in education. In M. Searson, & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 1016-1021). Chesapeake, VA: Association for the Advancement of Computing in Education. [details]
    • Voogt, J., Knezek, G., Searson, M., Lai, K. W., Gibson, D., Khaddage, F., Mishra, P., Laferriere, T., Resta, P., Fisser, P., & Albion, P. (2014). Research-informed strategies to address educational challenges in a digitally networked world: the EDUsummIT 2013 action agenda. In M. Searson, & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 1022-1023). Association for the Advancement of Computing in Education. http://www.editlib.org/p/130904/ [details]
    • Voogt, J., Schols, M., Bottema, J., van Bergen, H., van der Stap, N., Tomson, A., ... Thompson, A. (2014). How teacher education institutions cope with challenges of teaching and learning in the digital age. In M. Searson, & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 2821-2823). Chesapeake, VA: Association for the Advancement of Computing in Education. [details]

    2021

    • Pareja Roblin, N. N., van Dorresteijn, C. M., Meij, M. T. E., Cornelissen, L. J. F., Voogt, J. M., & Volman, M. L. L. (2021). Online and blended teaching at the UvA: Teachers’ experiences and pedagogical strategies. University of Amsterdam.

    2019

    2017

    2016

    • Voogt, J., Lai, K. W., Knezek, G., Albion, P., Tondeur, J., Forkosh-Baruch, A., Schönfield, M., Laferriere, T., Spector, J. M., Mishra, P., Fisser, P., Henriksen, D., Christensen, R., Resta, P., Searson, M., & Angeli, C. (2016). Technology Enhanced Quality Learning for All: The EDUsummIT 2015 Call to Action. In G. Chamblee, & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 797-799). Association for the Advancement of Computing in Education. http://www.learntechlib.org/p/171850/ [details]
    • Voogt, J., McKenney, S., Trimbos, B., Fasoglio, D., Fisser, P., Strijker, A., ... Crawford-Schmidt, D. (2016). TPACK in language teaching: Implications for teacher education. In G. Chamblee, & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 3121-3125). Chesapeake, VA: Association for the Advancement of Computing in Education. [details]
    • Voogt, J., Sligte, H., van den Beemt, A., & Aesaert, K. (2016). E-didactiek: Welke ict-applicaties gebruiken leraren en waarom? Amsterdam: Kohnstamm Instituut. [details]
    • Zhang, Q., Voogt, J., & van den Akker, J. (2016). Inquiry-based integrative practical activities in China: A professional development arrangement for supporting teachers’ enactment. In G. Chamblee, & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2738-2745). Chesepeake, VA: Association for the Advancement of Computing in Education. [details]

    2015

    • Smits, A., & Voogt, J. (2015). Pedagogical dimensions of effective online asynchronous teacher communication in higher education. In D. Rutledge, & D. Slykhuis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 502-503). Chesapeake, VA: Association for the Advancement of Computing in Education. [details]
    • Voogt, J. (Guest ed.), Knezek, G. (Guest ed.), & Pareja Roblin, N. (Guest ed.) (2015). Special Issue: Educational Challenges in a Digitally Networked World. Education and Information Technologies, 20(4), 619-756. https://link.springer.com/journal/10639/20/4/page/1 [details]
    • Voogt, J. M. (Guest ed.), & Tondeur, J. (Guest ed.) (2015). Technology, Pedagogy and Education (vol. 24, issue 5). Technology, Pedagogy and Education, 24(5), 527-644.
    • van Keulen, H. (Guest ed.), Voogt, J. M. (Guest ed.), van Wessum, L. (Guest ed.), Cornelissen, F. (Guest ed.), & Schelfhout, W. (Guest ed.) (2015). VELON (vol. 36, issue 4). VELON, 36(4).

    2020

    • Onderzoeksgroep ‘Online onderwijs tijdens COVID-19' (2020). Welke factoren dragen bij aan effectief online en blended onderwijs? (Samenvatting). Universiteit van Amsterdam. [details]
    • Research group ‘Online education during COVID-19’ (2020). What factors contribute to effective online and blended education? (Summary). Universiteit van Amsterdam. [details]

    2017

    • Jonker, H., Gijsen, M., März, V., & Voogt, J. (2017). Curriculumontwerp: Het ontwerpproces van een docentontwerpteam van de lerarenopleiding technisch beroepsonderwijs. Tijdschrift voor Lerarenopleiders, 38(4), 37-49. [details]
    • Lai, K-W., Voogt, J., & Knezek, G. (Eds.) (2017). Rethinking learning in the digital age: EDUsummIT summary reports. EDUSummIT. http://unesco.unibit.bg/sites/default/files/EDUSummIT%202017%20eBook%20final%2012.4.18.pdf [details]
    • Voogt, J., Brand-Gruwel, S., & van Strien, J. (2017). Effecten van programmeeronderwijs op Computational Thinking: Reviewstudie. Heerlen: Open Universiteit. [details]
    • Voogt, J., Knezek, G., & Lai, K-W. (2017). EDUsummIT 2017: Continuing the knowledge building journey. In K-W. Lai, J. Voogt, & G. Knezek (Eds.), Rethinking learning in the digital age: EDUsummIT summary reports (pp. 5-15). EDUSummIT. http://unesco.unibit.bg/en/EDUsummIT17 [details]

    2015

    • McKenney, S., & Voogt, J. (2015). ICT met meerwaarde. Didaktief, 45(5), 51. [details]
    • van Keulen, H., Voogt, J., van Wessum, L., Cornelissen, F., & Schelfhout, W. (2015). Professionele leergemeenschappen in onderwijs en lerarenopleiding. Tijdschrift voor Lerarenopleiders, 36(4), 143-160. [details]

    2014

    2016

    2020

    • van de Kuilen, H., Altinyelken, H., & Voogt, J. (2020). Re-contextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools . Abstract from Africa Knows!, Netherlands. https://www.africaknows.eu/papA01-06.htm [details]

    2017

    • Jonker, H. M., März, V., & Voogt, J. M. (2017). Teacher educators' professional identity:The transition from teaching in a f2f to a blended curriculum. Paper presented at European Association for Practitioner Research on Improving Learning (EAPRIL) 2017, Hämeenlinna, Finland.

    2016

    • Jonker, H. M., März, V., & Voogt, J. M. (2016). De invloed van samenwerking in een docentontwerpteam op beeldvorming over een curriculuminnovatie: [paper presentatie in symposium]. Paper presented at Onderwijs Research Dagen (ORD) 2016, Rotterdam, Netherlands.

    2015

    • Bolhuis, E., Voogt, J. M., & Schildkamp, K. (2015). From decisions based on intuition to data-informed decision making. Paper presented at Conference of the European Association for Practitioner Research on Improving Learning (EAPRIL) 2015, Bel-Val, Luxembourg.
    • Jonker, H. M., & Voogt, J. M. (2015). De invloed van het sociale netwerk van een DocentOntwerpTeam op de innovatiebereidheid van docenten. Paper presented at Onderwijs Research Dagen (ORD) 2015, Leiden, Netherlands.
    • Voogt, J. M. (2015). De interactie tussen docent, leerling en ICT. Paper presented at Onderwijs Research Dagen (ORD) 2015, Leiden, Netherlands.
    • Voogt, J. M. (2015). DocentOntwerpTeams. Hoe werken ze (niet) en waarom?. Paper presented at Onderwijs Research Dagen (ORD) 2015, Leiden, Netherlands.
    • Voogt, J. M. (2015). How to understand Context in the TPACK framework. Some thoughts. Paper presented at Annual Meeting of the American Educational Research Association (AERA) 2015, Chicago, United States.
    • Voogt, J. M., Way, J., Odabassi, H. F., Jacobsen, M., Lund, A., & Davis, N. (2015). Design-based research - two examples. Paper presented at Annual Meeting of the American Educational Research Association (AERA) 2015, Chicago, United States.

    Prize / grant

    • Voogt, J. (2018). How children use computational thinking skills when solving a problem using the Ozobot.

    Media appearance

    Talk / presentation

    • Voogt, J. M. (speaker) (30-5-2015). Nieuwe media. Ander onderwijs?, Presentatie op de conferentie ‘Nieuwe media: leermiddel of opvoedingsprobleem?’ Sociaal Wetenschappelijke Raad van de Koninklijke Nederlandse Academie van Wetenschappen, Leusden, NL.
    • Voogt, J. M. (speaker) (19-4-2015). Teachers as designers of technology enhanced learners, Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Chicago (Ill), USA.
    • Voogt, J. M. (speaker) (17-4-2015). A global perspective: current trends and issues in ICT for 21st century education: The Netherlands perspective, Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Chicago (Ill), USA.

    2017

    2018

    • Voogt, J. M., Nieveen, N., & Thijs, A. (2018). Ensuring equity and opportunities to learn in curriculum reform: Report prepared under the auspices of the OECD Future of Education and Skills 2030 project. . (pp. 1). Universiteit van Amsterdam.
    • Voogt, J. M., Nieveen, N., Kuiper, W., & Thijs, A. (2018). Curriculum flexibility and autonomy – An exploration of the literature: Report prepared under the auspices of the OECD Future of Education and Skills 2030 project. Universiteit van Amsterdam.
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  • Ancillary activities
    • Stichting DoCenter
      Secretaris / Penningmeester
    • Stichting Consent
      Voorzitter Raad van Toezicht
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