World's Best Scientists 2026 revealed!

D-Index & Metrics

Social Sciences and Humanities

D-Index
57
Citations
17550
World Ranking
1737
National Ranking
66

Overview

Joke Voogt is affiliated with the University of Amsterdam in the Netherlands. Their research spans the fields of Social Sciences and Psychology, with a focus on Education, Information Systems, Developmental and Educational Psychology, Sociology and Political Science, and Social Psychology.

Their work predominantly addresses topics including:

  • Online and Blended Learning
  • Digital Literacy in Education
  • Innovative Teaching and Learning Methods
  • Teacher Education and Leadership Studies
  • Innovative Education and Learning Practices
  • Motivation and Self-Concept in Sports
  • Gender and Technology in Education

Joke Voogt's frequent publication venues include:

  • Technology Knowledge and Learning
  • Education and Information Technologies
  • Educational Technology Research and Development
  • Pedagogies An International Journal
  • The Curriculum Journal

Recent significant publications authored or coauthored by Voogt include:

  • Self-regulation strategies in blended learning environments in higher education: A systematic review, 2021, Australasian Journal of Educational Technology
  • Primary school teachers' attitudes toward technology use and stimulating higher-order thinking in students: a review of the literature, 2021, Journal of Research on Technology in Education
  • Assessment of students' digital competences in primary school: a systematic review, 2022, Education and Information Technologies
  • Designing research to inform sustainability and scalability of digital technology innovations, 2021, Educational Technology Research and Development
  • Strategies for developing digital competencies in teachers: Towards a multidimensional Synthesis of Qualitative Data (SQD) survey instrument, 2022, Computers & Education

The scientist has collaborated regularly with several peers in their research endeavors. Frequent coauthors include Frances Wijnen, Juliette Walma van der Molen, Gerald Knezek, Anneke Smits, and Jan Hein Eggers.

Best Publications

  • A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies

    Joke Voogt;Natalie Pareja Roblin

  • Technological pedagogical content knowledge – a review of the literature

    Joke Voogt;Petra Fisser;N.N. Pareja Roblin;J. Tondeur

  • Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence

    Jo Tondeur;Johan van Braak;Guoyuan Sang;Joke Voogt

  • Challenges to learning and schooling in the digital networked world of the 21st century

    Joke Voogt;Ola Erstad;Chris Dede;Punya Mishra

  • Computational thinking in compulsory education: Towards an agenda for research and practice

    Joke Voogt;Petra Fisser;Jon Good;Punya Mishra

  • A K-6 computational thinking curriculum framework: implications for teacher knowledge

    Charoula Angeli;Joke Voogt;Andrew E. Fluck;Mary Webb

  • International handbook of information technology in primary and secondary education

    Joke Voogt;Gerald A Knezek

  • Collaborative design as a form of professional development

    Joke Voogt;Therese Laferrière;Alain Breuleux;Rebecca C. Itow

  • Preparing beginning teachers for technology integration in education: ready for take-off?

    Jo Tondeur;Natalie Pareja Roblin;Johan van Braak;Joke Voogt

  • Teacher Learning in Collaborative Curriculum Design.

    J. Voogt;H.B. Westbroek;A. Handelzalts;A. Walraven

  • Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers' use of technology

    Douglas D. Agyei;Joke M. Voogt

  • Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience

    Daan Farjon;Anneke Smits;Joke Voogt

  • Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action

    J. Voogt;G. Knezek;M. Cox;D. Knezek

  • TPACK in teacher education: are we preparing teachers to use technology for early literacy?

    Joke Voogt;Susan McKenney

  • Teacher involvement in curriculum design: need for support to enhance teachers’ design expertise

    Tjark Huizinga;Adam Handelzalts;Nienke Nieveen;Joke M. Voogt

  • ICT and Curriculum Change

    Joke Voogt;W.J. Pelgrum

  • Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design

    Douglas D. Agyei;Joke Voogt

  • Teacher perceptions of the value of game-based learning in secondary education

    J.C. Huizenga;G.T.M. ten Dam;J.M. Voogt;W.F. Admiraal

  • Teachers’ professional reasoning about their pedagogical use of technology

    Maaike Christine Heitink;Joke Voogt;L. Verplanken;J. van Braak

  • ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana

    Douglas D. Agyei;Joke Voogt

  • Collaborative design as a form of professional development

    Joke Voogt;Therese Laferriere;Alain Breuleux;Rebecca C. Itow

  • A K-6 Computational Thinking Curriculum Framework

    C. Angeli;J. Voogt;A. Fluck;M. Webb

Frequent Co-Authors

Susan McKenney
Susan McKenney University of Twente
Jo Tondeur
Jo Tondeur Vrije Universiteit Brussel
Johan van Braak
Johan van Braak Ghent University
Punya Mishra
Punya Mishra Arizona State University
Chris Dede
Chris Dede Harvard University
Dirk Ifenthaler
Dirk Ifenthaler University of Mannheim
Matthew J. Koehler
Matthew J. Koehler Michigan State University
Ronny Scherer
Ronny Scherer University of Oslo
Jan H. van Driel
Jan H. van Driel University of Melbourne
Paul A. Kirschner
Paul A. Kirschner Open University in the Netherlands

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