Petra Fisser

Biographic Data

ID8988842
NAMEPetra Fisser
GIVEN NAMESPetra
FAMILY NAMEFisser
SIGNATUREFISSER P
AFFILIATIONSUniversity of Twente
VERIFIEDNo
TOTAL WORKS8
TOTAL CITATIONS0
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2012
LATEST PUBLICATION YEAR2021
H-INDEX0

  • Developing a quality curriculum in a technological era

    Open AccessPeter Twining, Deirdre Butler et al.ARTICLEEducational Technology Research…2021

  • Eliciting teachers’ technological pedagogical knowledge

    Open AccessMaaike Christine Heitink, Maaike Heitink et al.ARTICLEAustralasian Journal of…2017

    This paper starts from the understanding that teachers’ knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers’ reasoning in relation to the pedagogical choices teachers make while using ICT in practice. We argue that teachers’ reasoning about pedagogy elicits their technological pedagogical knowledge (TPK). Data from 29 video cases show how eleme…

  • Computer-Assisted Instruction

    Open AccessJoke Voogt, Petra FisserCHAPTERInternational Encyclopedia of the…2015

  • Computational thinking in compulsory education

    Open AccessJoke Voogt, Petra Fisser et al.ARTICLEEducation and Information…2015

    Computational Thinking is considered a universal competence, which should be added to every child’s analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert’s work with LOGO. We then discuss challenges in defining Computational Thinking and discuss the core and…

  • ICT Use in Science and Mathematics Teacher Education in Tanzania

    Open AccessAyoub Kafyulilo, Petra Fisser et al.ARTICLEAustralasian Journal of…2015

    Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology …

  • Technological pedagogical content knowledge – a review of the literature

    Open AccessJoke Voogt, Petra Fisser et al.ARTICLEJournal of Computer Assisted…2013

    Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore nee…

  • Preparing pre-service teachers to integrate technology in education

    Open AccessJo Tondeur, Johan van Braak et al.ARTICLEComputers & Education2012

  • Developing technological pedagogical content knowledge in pre-service science teachers

    Open AccessGhaida M Alayyar, Petra Fisser et al.ARTICLEAustralasian Journal of…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 training. Pre-service teachers were separated into two groups. The first group was coached by ICT, pedagogy, and…