Ton Koenraad | Utrecht University of Applied Sciences (original) (raw)
Papers by Ton Koenraad
In this study we provide an overview of the strategies and instruments developed through two Euro... more In this study we provide an overview of the strategies and instruments developed through two European projects to support teacher training and to promote effective use of interactive whiteboards in a variety of subject areas and educational sectors. The two European projects, both funded through the Lifelong Learning Programme of the European Commission, are: Interactive Technologies in Language Teaching (iTILT) and Supporting Continuous Professional Development of Vocational Education and Training (VET) teachers in the use of Interactive Whiteboards (SmartVET). We will outline both projects and report in detail on the outcomes and recommendations resulting from the needs analysis on which both projects based the design of their training models and material. Other results reported include the training practices and resources that were developed, including 1) online training through more than 250 video clips of IWB practice in classrooms in six European countries, some 30 instruction...
CALL and complexity – short papers from EUROCALL 2019
In this paper results of the EU projects ‘Designing and Evaluating Innovative Mobile Pedagogies’ ... more In this paper results of the EU projects ‘Designing and Evaluating Innovative Mobile Pedagogies’ (DEIMP, http://www.deimpeu.com/) and ‘Mobilising and Transforming Teacher Educators’ Pedagogies’ (MTTEP, http://www.mttep.eu/) are presented. Two key outputs, the Mobile Learning Toolkit and its iPAC framework (MTTEP) and the principles for innovative mobile learning (m-learning, DEIMP), both targeted at stimulating pedagogically sound m-learning practices in teacher education and schools, are highlighted. To enhance these general pedagogical resources for use in professional development activities specifically for language teachers and teacher educators, I refer to some currently available frameworks and guidelines for Mobile Assisted Language Learning (MALL) and teaching.
In recent years, we can witness a still growing interest in the method, sometimes called Telecoll... more In recent years, we can witness a still growing interest in the method, sometimes called Telecollaboration, sometimes Virtual Exchange, not only in foreign language education but also in many other disciplines. Basically, this is a long online communication between groups of students or pupils from different geographical locations and different cultural contexts. The aim of this method is to help students gain intercultural experience and learn more about people from other countries, to improve and deepen their language skills and make them more active in physical mobility, both in formal and informal educational processes. As part of their schooling or academic training, learners also have the opportunity to acquire media competences (the so-called digital literacy), which means key competences for their future career in the globalized world of work. This paper is going to provide an example of concrete collaboration between groups of students from the Czech Republic and France within the framework of the Evolve project.
This paper reports on the EU-project 'Professionally Networking Education and Teacher Trainin... more This paper reports on the EU-project 'Professionally Networking Education and Teacher Training' (PRONETT). The key objective of the PRONETT project (2001-2004) is to develop a regional and cross national learning community of pre- and in-service teachers and teacher educators supported by webbased resources and tools to collaborate and to construct shared understandings of teaching and learning in a networked classroom. The reasons for the initiative and the design principles of the PRONETT portal offering a virtual infrastructure for the collaboration of participating students and teachers at www.PRONETT.org are presented. The initial pilots carried out by the project partners are described, highlighting the co-ordinating partners activities targeted at contributing to the local realisation of ICT-rich, competence based Teacher Education Provision. Results are reported of the evaluation and implementation efforts aimed at validating the original portal design and collectin...
[S.l.] : Erasmus+, 2019
This eBook contains the intellectual outputs of the European Erasmus+ project called TABLIO (2016... more This eBook contains the intellectual outputs of the European Erasmus+ project called TABLIO (2016-1-BE02-KA201-017311). The Tablio-project aims to strengthen teachers and school in realising classroom differentiation and inclusion by the means of tablets and other mobile devices. All outputs were developed in the period 2017 - 2019 in close cooperation with teachers, schools, teachers educators and student-teachers in Europe. This eBook contains 3 chapters. Chapter 1 describes the design toolkit for classroom differentiation and inclusion by means of tablets. Chapter 2 describes existing practices in European classroom, gathered early 2017. Chapter 3 describes the results of a design-based research approach in several European schools. All outputs can be found on the website http://tablio.eu as well. Besides English, the outputs are described in Dutch, Slovenian, Italian and Turkish.
Corpus Linguistics, Computer Tools and Applications State of the Art; B. Lewandowska, 2008
Realizing Content and Language Integration in Higher Education; R. Wilkinson and V. Zegers (eds.), 2007
Realizing Content and Language Integration in Higher Education 64 Towards a linguistically scaffo... more Realizing Content and Language Integration in Higher Education 64 Towards a linguistically scaffolded curriculum. How can technology help?∗ Ton Koenraad*, Maaike Hajer*, Geke Hootsen**, and Rintse van der Werf** * Utrecht University of Applied Sciences, Utrecht, ...
CALL Design: Principles and Practice - Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands, 2014
The Euroversity Network project (2011-2014) has built a Good Practice Framework (GPF) that functi... more The Euroversity Network project (2011-2014) has built a Good Practice Framework (GPF) that functions as a heuristic for course and activity designers wishing to develop courses and other materials for use in a range of virtual worlds. This framework has been tested with a number of courses during the running of the project and the aim is that it will be useful for new designers as a starting point for their own ideas development. The GPF is still open for adjustment and negotiation and this paper shows how two new case studies that were not the direct focus of the project, minority languages and elder learners, help to expose some of the framework's weaknesses, but also many of its strengths. These case studies illustrate that a tool like the GPF can provide an effective mediating function for a variety of courses and other activity in virtual worlds.
ABSTRACT Verslag van het project INVEST. Utrecht, Digitale Universiteit.
Information and Learning Sciences
Purpose This paper is based on the emergency changes we have had to make in the European DEIMP Pr... more Purpose This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the ...
Levende Talen Tijdschrift, 2002
Levende Talen Tijdschrift, 2012
Levende Talen Magazine, 2008
ABSTRACT ADEF, the General Consultative Body of Directors of the Faculties of Education at Univer... more ABSTRACT ADEF, the General Consultative Body of Directors of the Faculties of Education at Universities of Applied Sciences, developed the ICT knowledge base (van der Linde et al., 2009). This is a negotiated description, with assessment indicators, of what should be expected of a pre-service teacher after four years of training in terms of attitudes, technological skills, digital literacy and pedagogical knowledge related to the use of ICT in teaching and learning. In general, the TPACK (Technological Pedagogical Content Knowledge)-model is used as a conceptual model for development of ICT-competences of (pre-service) teachers and effective integration of technology in the classroom. The model captures some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multi-dimensional and situated nature of the teacher profession. In this paper we will present the actual ICT knowledge base document as first published in 2009 and describe supporting measures and challenges for its implementation at national and institutional level. We will also discuss developments and arguments for the 2013 update of this type of instrument and in this respect illustrate the process of teacher education curriculum innovation with personal experiences in running pilots in methods courses about new technologies and methodologies to support learning activities in the classroom and beyond such as inquiry based learning, the use of interactive whiteboardsand 3D virtual worlds.
The project presented in this paper aims to explore the potential of voice-enabled, 3D virtual wo... more The project presented in this paper aims to explore the potential of voice-enabled, 3D virtual worlds for Modern Language Education in secondary schools. One of the pilot projects for French as a foreign language in Active Worlds (AW) is described. We document the contribution made by student teachers in the form of virtual role-play and coaching activities to prepare pupils for oral proficiency, performance-oriented assessments. We conclude with a summary of the evaluation research.
In this study we provide an overview of the strategies and instruments developed through two Euro... more In this study we provide an overview of the strategies and instruments developed through two European projects to support teacher training and to promote effective use of interactive whiteboards in a variety of subject areas and educational sectors. The two European projects, both funded through the Lifelong Learning Programme of the European Commission, are: Interactive Technologies in Language Teaching (iTILT) and Supporting Continuous Professional Development of Vocational Education and Training (VET) teachers in the use of Interactive Whiteboards (SmartVET). We will outline both projects and report in detail on the outcomes and recommendations resulting from the needs analysis on which both projects based the design of their training models and material. Other results reported include the training practices and resources that were developed, including 1) online training through more than 250 video clips of IWB practice in classrooms in six European countries, some 30 instruction...
CALL and complexity – short papers from EUROCALL 2019
In this paper results of the EU projects ‘Designing and Evaluating Innovative Mobile Pedagogies’ ... more In this paper results of the EU projects ‘Designing and Evaluating Innovative Mobile Pedagogies’ (DEIMP, http://www.deimpeu.com/) and ‘Mobilising and Transforming Teacher Educators’ Pedagogies’ (MTTEP, http://www.mttep.eu/) are presented. Two key outputs, the Mobile Learning Toolkit and its iPAC framework (MTTEP) and the principles for innovative mobile learning (m-learning, DEIMP), both targeted at stimulating pedagogically sound m-learning practices in teacher education and schools, are highlighted. To enhance these general pedagogical resources for use in professional development activities specifically for language teachers and teacher educators, I refer to some currently available frameworks and guidelines for Mobile Assisted Language Learning (MALL) and teaching.
In recent years, we can witness a still growing interest in the method, sometimes called Telecoll... more In recent years, we can witness a still growing interest in the method, sometimes called Telecollaboration, sometimes Virtual Exchange, not only in foreign language education but also in many other disciplines. Basically, this is a long online communication between groups of students or pupils from different geographical locations and different cultural contexts. The aim of this method is to help students gain intercultural experience and learn more about people from other countries, to improve and deepen their language skills and make them more active in physical mobility, both in formal and informal educational processes. As part of their schooling or academic training, learners also have the opportunity to acquire media competences (the so-called digital literacy), which means key competences for their future career in the globalized world of work. This paper is going to provide an example of concrete collaboration between groups of students from the Czech Republic and France within the framework of the Evolve project.
This paper reports on the EU-project 'Professionally Networking Education and Teacher Trainin... more This paper reports on the EU-project 'Professionally Networking Education and Teacher Training' (PRONETT). The key objective of the PRONETT project (2001-2004) is to develop a regional and cross national learning community of pre- and in-service teachers and teacher educators supported by webbased resources and tools to collaborate and to construct shared understandings of teaching and learning in a networked classroom. The reasons for the initiative and the design principles of the PRONETT portal offering a virtual infrastructure for the collaboration of participating students and teachers at www.PRONETT.org are presented. The initial pilots carried out by the project partners are described, highlighting the co-ordinating partners activities targeted at contributing to the local realisation of ICT-rich, competence based Teacher Education Provision. Results are reported of the evaluation and implementation efforts aimed at validating the original portal design and collectin...
[S.l.] : Erasmus+, 2019
This eBook contains the intellectual outputs of the European Erasmus+ project called TABLIO (2016... more This eBook contains the intellectual outputs of the European Erasmus+ project called TABLIO (2016-1-BE02-KA201-017311). The Tablio-project aims to strengthen teachers and school in realising classroom differentiation and inclusion by the means of tablets and other mobile devices. All outputs were developed in the period 2017 - 2019 in close cooperation with teachers, schools, teachers educators and student-teachers in Europe. This eBook contains 3 chapters. Chapter 1 describes the design toolkit for classroom differentiation and inclusion by means of tablets. Chapter 2 describes existing practices in European classroom, gathered early 2017. Chapter 3 describes the results of a design-based research approach in several European schools. All outputs can be found on the website http://tablio.eu as well. Besides English, the outputs are described in Dutch, Slovenian, Italian and Turkish.
Corpus Linguistics, Computer Tools and Applications State of the Art; B. Lewandowska, 2008
Realizing Content and Language Integration in Higher Education; R. Wilkinson and V. Zegers (eds.), 2007
Realizing Content and Language Integration in Higher Education 64 Towards a linguistically scaffo... more Realizing Content and Language Integration in Higher Education 64 Towards a linguistically scaffolded curriculum. How can technology help?∗ Ton Koenraad*, Maaike Hajer*, Geke Hootsen**, and Rintse van der Werf** * Utrecht University of Applied Sciences, Utrecht, ...
CALL Design: Principles and Practice - Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands, 2014
The Euroversity Network project (2011-2014) has built a Good Practice Framework (GPF) that functi... more The Euroversity Network project (2011-2014) has built a Good Practice Framework (GPF) that functions as a heuristic for course and activity designers wishing to develop courses and other materials for use in a range of virtual worlds. This framework has been tested with a number of courses during the running of the project and the aim is that it will be useful for new designers as a starting point for their own ideas development. The GPF is still open for adjustment and negotiation and this paper shows how two new case studies that were not the direct focus of the project, minority languages and elder learners, help to expose some of the framework's weaknesses, but also many of its strengths. These case studies illustrate that a tool like the GPF can provide an effective mediating function for a variety of courses and other activity in virtual worlds.
ABSTRACT Verslag van het project INVEST. Utrecht, Digitale Universiteit.
Information and Learning Sciences
Purpose This paper is based on the emergency changes we have had to make in the European DEIMP Pr... more Purpose This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the ...
Levende Talen Tijdschrift, 2002
Levende Talen Tijdschrift, 2012
Levende Talen Magazine, 2008
ABSTRACT ADEF, the General Consultative Body of Directors of the Faculties of Education at Univer... more ABSTRACT ADEF, the General Consultative Body of Directors of the Faculties of Education at Universities of Applied Sciences, developed the ICT knowledge base (van der Linde et al., 2009). This is a negotiated description, with assessment indicators, of what should be expected of a pre-service teacher after four years of training in terms of attitudes, technological skills, digital literacy and pedagogical knowledge related to the use of ICT in teaching and learning. In general, the TPACK (Technological Pedagogical Content Knowledge)-model is used as a conceptual model for development of ICT-competences of (pre-service) teachers and effective integration of technology in the classroom. The model captures some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multi-dimensional and situated nature of the teacher profession. In this paper we will present the actual ICT knowledge base document as first published in 2009 and describe supporting measures and challenges for its implementation at national and institutional level. We will also discuss developments and arguments for the 2013 update of this type of instrument and in this respect illustrate the process of teacher education curriculum innovation with personal experiences in running pilots in methods courses about new technologies and methodologies to support learning activities in the classroom and beyond such as inquiry based learning, the use of interactive whiteboardsand 3D virtual worlds.
The project presented in this paper aims to explore the potential of voice-enabled, 3D virtual wo... more The project presented in this paper aims to explore the potential of voice-enabled, 3D virtual worlds for Modern Language Education in secondary schools. One of the pilot projects for French as a foreign language in Active Worlds (AW) is described. We document the contribution made by student teachers in the form of virtual role-play and coaching activities to prepare pupils for oral proficiency, performance-oriented assessments. We conclude with a summary of the evaluation research.