Noortje Janssen (1987) studied educational sciences at Utrecht University, and graduated in 2011. For her master’s thesis she examined the split attention effect in computer based tests through eye tracking. In June 2017, Noortje finished her PhD project at the University of Twente, which revolved around support for teachers’ integration of technology in lesson planning. Based on the Technological, Pedagogical, and Content Knowledge (TPACK) framework different types of support were developed and compared on usefulness and effectiveness.
Since October 2015 Noortje is involved in the NWO project ‘TALENTdevelopment’ together with Ard Lazonder, Amber Walraven, Hannie Gijlers, and the primary education school Het Talent. Both the teachers and pupils at Het Talent participate in the studies conducted during this project. Teachers work in four teams to conduct research into their own practice. Two researchers guide the teacher teams and investigate the effectiveness of a teacher guidance model. This model is designed to support teachers’ development of research skills and an inquiry stance. Pupils are monitored for three years to capture their development on collaboration, critical thinking, and digital literacy. New, performance-based tests are developed and validated to measure each skill in a way that is suitable for primary school children.
Noortje is mainly involved in the teacher strand and assists on the research into pupils’ critical thinking skills. She is currently employed as a guest researcher at the Radboud University in Nijmegen.
- Teacher professional development
- Practitioner research
- Technology integration
- Janssen, N. (2017). Supporting teachers’ technology integration in lesson plans. Proefschrift. Enschede, the Netherlands: Universiteit Twente
- Janssen, N., & Lazonder, A. W. (2016). Supporting pre-service teachers in designing technology-infused lesson plans. Journal of Computer Assisted Learning, 32, 456-467. doi:10.1111/jcal.12146
- Janssen, N., & Lazonder, A. W. (2015). Implementing innovative technologies through lesson plans: What kind of support do teachers prefer? Journal of Educational Science and Technology. doi:10.1007/s10956-015-9573-5 [open access]
- Jarodzka, H., Janssen, N., Kirschner, P. A., & Erkens, G. (2015). Avoiding split attention in computer-based testing: Is neglecting additional information facilitative? British journal of educational technology, 46, 803-817. doi:10.1111/bjet.12174