Volume 14, Issue 4

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December 2009

Special Issue: Pedagogical Practices and ICT Use Around the World: Findings from the IEA International Comparative Study SITES2006; Guest Editors: Tjeerd Plomp and Joke Voogt

7 articles in this issue

Pedagogical practices and ICT use around the world: Findings from the IEA international comparative study SITES2006
Tjeerd Plomp
Joke Voogt
EditorialNotes Open access 04 June 2009 Pages: 285 - 292
School and teacher factors associated with frequency of ICT use by mathematics teachers: Country comparisons
Willem J. Pelgrum
Joke Voogt
OriginalPaper Open access 23 June 2009 Pages: 293 - 308
Mathematics and science teachers’ pedagogical orientations and their use of ICT in teaching
Nancy Law
OriginalPaper 04 June 2009 Pages: 309 - 323
How different are ICT-supported pedagogical practices from extensive and non-extensive ICT-using science teachers?
Joke Voogt
OriginalPaper Open access 21 May 2009 Pages: 325 - 343
South Africa’s readiness to integrate ICT into mathematics and science pedagogy in secondary schools
Sarah J. Howie
A. Seugnet Blignaut
OriginalPaper 15 September 2009 Pages: 345 - 363
ICT-use, educational policy and changes in pedagogical paradigms in compulsory education in Denmark: From a lifelong learning paradigm to a traditional paradigm?
Inge M. Bryderup
Anne Larson
Marlene Quisgaard Trentel
OriginalPaper 23 May 2009 Pages: 365 - 379
School leadership and teachers’ pedagogical orientations in Hong Kong: A comparative perspective
Allan H. K. Yuen
M. W. Lee
Nancy Law
OriginalPaper 26 May 2009 Pages: 381 - 396

Volume 14, Issue 4

Pedagogical practices and ICT use around the world: Findings from the IEA international comparative study SITES2006

School and teacher factors associated with frequency of ICT use by mathematics teachers: Country comparisons

Mathematics and science teachers’ pedagogical orientations and their use of ICT in teaching

How different are ICT-supported pedagogical practices from extensive and non-extensive ICT-using science teachers?

South Africa’s readiness to integrate ICT into mathematics and science pedagogy in secondary schools

ICT-use, educational policy and changes in pedagogical paradigms in compulsory education in Denmark: From a lifelong learning paradigm to a traditional paradigm?

School leadership and teachers’ pedagogical orientations in Hong Kong: A comparative perspective

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