Dominik PetkoUniversity of Zurich | UZH · Institut für Erziehungswissenschaft
Dominik Petko
Prof. Dr.
Professor of Teaching and Educational Technology
About
157
Publications
62,226
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Introduction
Areas of research: Teaching; Teacher Education; Educational Technology; TPACK; Teacher Beliefs; Serious Games; School Development and Leadership
Additional affiliations
February 2019 - present
August 2003 - January 2019
April 2000 - April 2005
Education
September 1989 - January 1999
Publications
Publications (157)
Despite extensive research on technology's potential to enhance teaching, large-scale studies often report mixed or negative impacts of technology use at school on student learning achievements. This ambiguity is often attributed to previous large-scale studies focusing more on the frequency rather than the quality of technology integration in the...
Despite the widely recognised impact of both digital and physical spaces as active contributors to teaching and learning processes, relatively little is known about the learning environment. Furthermore, it is time to explore the interplay between these two spaces. Therefore, we proposed employing a holistic approach to develop a new conceptual mod...
Mobile technologies are expected to provide many benefits for teacher reflection during teaching practice. However, empirical studies on these outcomes are still scarce. In an experimental field trial, we tested the effects of different variants of a mobile portfolio app on the development of pre-service teachers’ self-reported reflective ability,...
Background
ViRTUE, a virtual reality (VR) hand hygiene trainer, offers users the option of visualizing pathogen transfers during virtual patient care either in “real-time” or at the end of a level as a “summary” visualization. In this study, we aimed to evaluate the effect of different timings of pathogen visualization (“real-time” vs “summary”) on...
Digital technologies have facilitated access to instructional multimedia materials, and a large body of literature has shown that these technologies can support students’ learning. However, recent research also shows that many teachers have misconceptions about learning from multimedia materials. Further, numerous studies point out that numerous fa...
The technological pedagogical content knowledge (TPACK) framework is a prominent framework for describing the knowledge teachers require for teaching in the digital era. Recently, the component of "context" was officially recognized as an additional domain of knowledge. Since then, this domain has started to gradually gain more attention in TPACK r...
Bring-your-own-device (BYOD) is a common strategy to increase technology integration in schools and give learners more responsibility in using digital devices for educational purposes. In particular, learners are expected to develop domain-general 21st-century skills when using their personal devices. Although there is no consensus regarding a comp...
AI applications are becoming increasingly present in education contexts calling on teacher education institutions to prepare teachers for using artificial intelligence (AI) to support their practice. Teacher training programs need to be tailored to the characteristics of their student teachers and thus integrating AI requires understanding student...
This pilot study explores the integration of virtual reality (VR) technology, specifically the ClassVRoom application, into teacher education programs to enhance preservice teachers' (PSTs) preparation for classroom practice. ClassVRoom is a head-mounted VR-based tool that offers immersive and interactive virtual classroom experiences to complement...
Extensive research exists on the Technological Pedagogical Content Knowledge (TPACK) model and has led to a substantial number of systematic reviews and meta-analyses. These publications vary greatly in their focus and provide overviews of specific aspects of TPACK research. This paper aims to consolidate these insights and investigate the followin...
We explored the future of learning environments through theories, empirical evidence, good practices, and experiences during the great online
transition (GOT) (Howard et al., 2022), to inform this evolving space. From this exploration, the aim of the group was to generate design principles for the field and implementation of integrated digital and...
Digitale Medien werden in den Schulen der Sekundarstufe II immer noch primär für passive Lernaktivitäten eingesetzt. Aktive, konstruktive und interaktive Lernformen sind eher eine Seltenheit, auch in Berufsfachschulen, in denen digitale Technologien mittlerweile intensiver eingesetzt werden als in anderen Schultypen. Das ist das Hauptergebnis der S...
This E-book is a collection of outcome reports by the thematic working groups (TWGs) of EDUsummIT2022/3. EDUsummIT (International Summit on IT in Education) is a global knowledge building community of researchers, educational practitioners, and policy-makers committed to supporting the effective integration of research and practice in the field of...
This research paper introduces the (D)FIT-Choice (Digital Factors Influencing Teacher Choice) scale and discusses the outcomes of its initial implementation. The (D)FIT-Choice scale expands upon the existing FIT-Choice scale by incorporating additional subscales, namely “Prior digital technology use in education” within Socialization Influences, “P...
The present study aims to identify factors that predict whether teachers engage in teaching about digital technologies (media education), which is an under-researched topic compared to the research about teaching with digital technologies (technology integration). Thus, a popular model of technology integration—the “will, skill, tool, pedagogy” mod...
With the decreasing cost and improved performance of immersive virtual reality (iVR) technology in the last years, new training avenues have been explored in medical education. In the case of hand hygiene, this immersive technology made possible to see otherwise invisible microorganisms and offer experiential learning to understand and acquire succ...
COVID-19 drastically disrupted teaching and learning worldwide and across
all educational levels. Technology took on a central role in redefining education
under these exceptional circumstances and frequently revealed challenges related
to both infrastructure and to teachers’ and learners’ technological skills and
readiness. This study aimed to...
Since schools increasingly use digital platforms that provide educational data in digital formats, teacher data use, and data literacy have become a focus of educational research. One main challenge is whether teachers use digital data for pedagogical purposes, such as informing their teaching. We conducted a survey study with N = 1059 teachers in...
As crucial components of teacher education, the effects of formal pedagogical training and teaching experience for developing teachers' professional knowledge are generally studied in unison and thus subject to a degree of confoundment. Disentangling these effects would provide valuable insight for designing teacher education programs based on the...
The aim of the present study is to evaluate the relationship between technology-related professional development (PD) and the quality of technology integration. On a sample of 2247 in-services teachers, we tested the effects of formal and independent PD settings (i.e., training course attendance and self-training, respectively) on self-reported tec...
The technology, pedagogy, and content knowledge (TPACK) framework describes seven domains of knowledge that teachers rely on for teaching with technology. The framework includes an eighth element labelled “contexts,” representing the situated nature of instruction. This latter construct has been inconsistently represented and defined across the lit...
A growing number of schools have recently been changing their culture of teaching and learning towards personalized learning. Our study investigates how schools use digital technology to facilitate and promote personalized practices. Based on the answers of a student
questionnaire from 31 lower-secondary schools with a personalized learning policy...
Mobile technologies are promising tools to scaffold teaching practice. In this study, we developed and tested a mobile app for teacher education. This mobile portfolio enables multimedia-based note-taking, reflection, and discussion with peers and mentors. We conducted two studies to explore the effect of design variants and use scenarios on the ap...
A growing number of schools have recently been changing their culture of teaching and learning towards personalized learning. Our study investigates how schools use digital technology to facilitate and promote personalized practices. Based on the answers of a student questionnaire from 31 lower-secondary schools with a personalized learning policy...
Training medical professionals for hand hygiene is challenging, especially due to the invisibility of microorganisms to the human eye. As the use of virtual reality (VR) in medical training is still novel, this exploratory study investigated how preexisting technology acceptance and in-training engagement predict VR hand hygiene performance scores....
Previous research investigating the use of technology in school has focused mainly on the frequency of use of digital tools during lessons rather than investigating how technology is integrated with respect to different kinds of learning activities.
Since the impact of technology use on learning depends on how it is used and on what activities supp...
The growth in digital technologies in recent decades has offered many opportunities to support students’ learning and homework completion. However, it has also contributed to expanding the field of possibilities concerning homework avoidance. Although studies have investigated the factors of academic dishonesty, the focus has often been on college...
Digital technology especially raised hopes to open up new possibilities to personalize learning. Although various schools have implemented approaches of technology-supported personalized learning, the impact on instructional quality remains unclear. As a common definition of the multilayered construct personalized learning is lacking, our study foc...
The technological pedagogical content knowledge (TPACK) framework traditionally describes seven domains of knowledge which teachers rely on for effectively combining technology, pedagogy and content within their teaching contexts. To date, the context construct has been acknowledged interchangeably as both the settings within which teachers operate...
One of the main concerns of learning analytics studies that involve teachers is the concept of data literacy. Pedagogical data literacy includes collecting and analyzing student data and deriving educational interventions, the success of which is again assessed using data. In this paper, we examine this construct to understand pedagogical data lite...
Digital technologies are transforming the job market and pose new challenges to education, yet there is little research that specifically examines how school principals’ goals and leadership styles influence digital development in upper secondary schools. The present study explores how their ambitions and educational goals affect their approaches t...
Many researchers have investigated how barriers to technology integration affect the use of digital technologies in teaching and learning. However, the results have varied across educational contexts and countries. Large-scale assessment studies have described barriers only on a descriptive level instead of analyzing the effects of barriers on actu...
Teaching internships constitute a core part of teacher education. However, it is unclear how internship experiences can be enhanced with digital technologies to foster teacher professional development. In two experimental studies, we examined the relationship between internship experiences, the development of teaching enthusiasm and teacher self-ef...
Bei Stellenausschreibungen wird es von vielen Schulleitenden und Schulkommissionen gerne gesehen, wenn junge Lehrpersonen den Bewerbungsunterlagen auch ihre Praktikumsberichte aus dem Lehrdiplomstudium beilegen – vor allem, wenn noch nicht viele andere Arbeitszeugnisse vorhanden sind. Das hat sich mittlerweile auch bei Studierenden im Lehrdiplom un...
In order to effectively use technology in education, appropriate conceptual understandings are needed to guide the integration process. Today, there is a wide range of conceptual models that are developed and used in research and/or practice focusing on educational technology integration. Conceptual models are of relevance as they can bridge theory...
TPACK is a prominent model of teacher expertise for effectively teaching with digital technologies. While numerous studies have investigated teachers’ TPACK by means of self-report surveys, its relation to more objective outcomes like lesson planning has only recently come into focus. The aim of this study was to investigate whether differences in...
Digitale Medien sind heute überall. Auch in der Schule. Doch werden sie auch sinnvoll eingesetzt? Das Lehrbuch vermittelt einen umfassenden Überblick über die pädagogischen und psychologischen Grundlagen des Lernens und Unterrichtens mit Computer- und Internettechnologien. Es präsentiert konkrete Ideen für verschiedene Schulfächer und formuliert fo...
Technological Pedagogical Content Knowledge (TPACK) is regarded as one of the most important models describing teachers' competencies to successfully teach with technology. TPACK is most frequently assessed by means of self-report questionnaires, which beside their inherent methodological limitations present constraints related either to the validi...
Technological Pedagogical Content Knowledge (TPACK) is one of the most prominent models of teacher knowledge for technology integration in education. Although TPACK has been highly inspiring for theory and practice, there has been a noticeable decline in the number of research papers on TPACK over the past two years. The article explores possible w...
EDUsummIT (International Summit on ICT in Education) is a global knowledge building community of researchers, educational practitioners, and policy makers committed to supporting the effective integration of research and practice in the field of ICT in education. In 2019, more than 100 researchers, practitioners and policy makers from across the wo...
Technological Pedagogical Content Knowledge (TPACK) is one of the most prominent models of teacher knowledge for technology integration in education. Although TPACK has been highly inspiring for theory and practice, there has been a noticeable decline in the number of research papers on TPACK over the past two years. The article explores possible w...
EDUsummIT (International Summit on ICT in Education) is a global knowledge building community of researchers, educational practitioners, and policy makers committed to supporting the effective integration of research and practice in the field of ICT in education. In 2019, more than 100 researchers, practitioners and policy makers from across the wo...
Technological Pedagogical Content Knowledge (TPACK) ist international ein weit verbreitetes Modell, welches die wichtigsten Kompetenzfacetten beschreibt, die Lehrpersonen zu einem effektiven Einsatz digitaler Medien im Unterricht benötigen. Bislang wird TPACK vor allem als ein mediendidaktisches Modell verstanden. Der Artikel zeigt, dass TPACK auch...
Um effektiv mit digitalen Technologien unterrichten zu können, benötigen Lehrpersonen nach dem Modell des „Technological Pedagogical Content Knowledge“ (TPACK) eine Kombination von fachdidaktischen, pädagogischen und technologischen Wissensbeständen. Das hat Folgen für die Lehrpersonenbildung, die sich von isolierten Technologiekursen verabschieden...
This E-book is a collection of outcome reports by the thematic working groups (TWGs) of EDUsummIT2019. EDUsummIT (International Summit on IT in Education) is a global knowledge building community of researchers, educational practitioners, and policy-makers committed to supporting the effective integration of research and practice in the field of IT...
Background. To determine the optimal speed of computer-paced serious games, the interplay of cognitive load variables and game engagement variables can serve as combined criteria.
Intervention. In order to test the effects of higher or lower game speeds on different types of cognitive load and engagement, the FRESH FOOD RUNNER game was developed, w...
Mit der Digitalisierung kommen grosse Veränderungen auf die Schulen zu. Digitale Oberflächen garantieren aber noch kein besseres Lernen. Wichtiger sind Bemühungen zur Verbesserung der Tiefenstrukturen des Unterrichts. Entscheidend ist nicht, ob digitale Medien eingesetzt werden, sondern wie.
Mobile technologies open up new ways of fostering reflection in teacher education. With the intention of tying reflection closer to the actions in the classroom, facilitating multimedia recordings, providing prompts for reflection and fostering discussions between pre-service teachers, experienced teachers and university mentors, we developed the “...
Advancing conceptual models of technology integration in education:
Implications for researchers, practitioners and policymakers
In order to develop 21st-century skills, especially with respect to digital technologies, students are supposed to know how to use digital technologies for learning and problem solving. In recent years, approaches to personalized learning have been considered to be particularly promising in this regard. A clearly defined concept of personalized lea...
Die Entwicklung digitaler Technologien führt in allen Lebensbereichen und damit auch im Bildungssektor zu grossen Erwartungen und gleichzeitig zu grossen Unsicherheiten. Der Beitrag versucht deshalb, einen Überblick über zentrale Aspekte zu geben und Klärungen anzustossen. Digitaler Wandel umfasst nicht nur direkte medienspezifische Veränderungen,...
Schülerinnen und Schüler sollen digitale Technologien in der Schule nicht nur als Lernwerkzeug kennenlernen, sondern idealerweise auch positive Einstellungen dazu entwickeln. In welchem Ausmass Schule hierzu tatsächlich einen Beitrag leistet, wird hier anhand der Schweizer Teilstichprobe der Schülerinnen- und Schülerbefragungen von PISA 2012 Studie...
Learning leaders have important roles in facilitating and supporting the effective and innovative integration of technology in schools. Many leaders who are charged with the task of technology integration have not received professional development to support a leadership role. Many teachers who assume the role of technology leaders develop into thi...
Background and Aim. Serious games are generally considered to have positive effects on many aspects of learner engagement as well as on cognitive learning gains and subject-related interest. Yet few studies have examined which combination of game elements influence engagement and learning, and how these factors are related. For this reason, an expe...
Decades of research have shown that technological change in schools depends on multiple interrelated factors. Structural equation models explaining the interplay of factors often suffer from high complexity and low coherence. To reduce complexity, a more robust structural equation model was built with data from a survey of 349 Swiss primary school...
The “will-skill-tool” model has been one of the most concise models for examining educational technology integration in schools. In addition, studies have shown that its three core factors – teacher beliefs, teacher skills and the quality of the infrastructure – are embedded in a larger context. In order to advance the understanding of the contextu...
The focus of Thematic Working Group (TWG) 3 was professional development for learning leaders with an emphasis on how to provide effective technology enhanced instruction from the perspective of a culture of learning. Learning technologies should support curriculum in ways that are not otherwise possible. Rather than focusing on the technology, lea...
Trotz intensiver theoretischer Diskussionen über den Begriff Medienkompetenz liegen bis anhin kaum empirisch validierte Messinstrumente zur empirischen Erfassung dieser Kompetenzen bei Kindern und Jugendlichen vor. Die bestehenden Angebote lassen sich in drei Typen gliedern: 1) Kommerzielle Prüfungen im Kontext von Weiterbildungsangeboten, 2) wisse...
Lehrpersonen sind bezüglich ihrer Einstellungen und Kompetenzen zur Nutzung digitaler Medien sehr heterogen, was wiederum unterschiedliche Integrationsstrategien und Nutzungsmuster dieser Medien zur Folge hat. Für Schulen ergibt sich hiermit die Herausforderung, einerseits die bestehende Heterogenität zu reduzieren, um Verbindlichkeit und Chancenge...
The study examines the use of weblogs in teacher education internships and its impact on student stress levels, self-efficacy and reflective abilities. N=176 student teachers were randomly assigned to five groups. Four groups used weblogs (a) with emotion-focused or with problem-focused writing assignments in combination (b) with or without peer fe...
Lehrpersonen sind bezüglich ihrer Einstellungen und Kompetenzen zur
Nutzung digitaler Medien sehr heterogen, was wiederum unterschiedliche Integrationsstrategien und Nutzungsmuster dieser Medien zur Folge hat. Für Schulen ergibt sich hiermit die Herausforderung, einerseits die bestehende Heterogenität zu reduzieren, um Verbindlichkeit und Chancenge...
Die Schülerinnen und Schüler arbeiten individuell an ihren Bildschirmen, die Lehrperson ebenso. Ist das die Schule der Zukunft? Vermutlich nicht, denn die digitalen Veränderungen des schulischen Umfelds erfordern viel grundsätzlichere Reformen an den Tiefenstrukturen des Unterrichts. Wenn digitale Technologien Menschen immer mehr Aufgaben abnehmen,...
Im Virtual:Stories-Projekt erzählen Jugendliche in anonymen Interviews über negative Online-Erfahrungen. Die Videos dieser Fallgeschichten dienen zur Sensibilisierung anderer Jugendlicher und für eine Diskussion über mögliche Vermeidungs- und Bewältigungsstrategien für typische Problemsituationen. Virtual: Stories ist damit ein narrativer und fallb...
Weblogs werden grosse Potenziale zur Reflexion von Erfahrungen und belastenden Situationen in der berufspraktischen Ausbildung von Lehrpersonen zugeschrieben. In einer Studie wurde deshalb an zwei pädagogischen Hochschulen untersucht, ob Studierende unterschiedliche Facetten des Bloggens nach einem vierwöchigen Praktikum als hilfreich erleben. Die...
In large-scale international assessments such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the Progress in International Reading Study (PISA), research has struggled to find positive associations between the frequency of educational technology use in schools and...
In Praktika gilt der Einsatz von Weblogs als naheliegendes Mittel zur Förderung von Reflexion und Kommunikation. Besondere Potenziale werden Weblogs im Hinblick auf Stressverarbeitung zugeschrieben. Bislang ist jedoch unklar, ob dieser Ansatz für alle Studierenden gleichermaßen geeignet ist. In dem empirischen Beitrag wird der Frage nachgegangen, u...
Die berufspraktische Ausbildung angehender Lehrpersonen und Medizinerinnen bzw. Mediziner bietet eine wichtige Gelegenheit, theoretisch erworbenes Wissen mit praktischen Erfahrungen zu verknüpfen. Allerdings zeigen Studien, dass sich Studierende beider Disziplinen während ihrer Praktika auch überfordert, hilflos und zu wenig unterstützt fühlen. In...
Bildungsservers zeigt sich, dass die Informationsangebote des Bildungsservers nicht die zentrale Rolle haben wie im Leistungsauftrag anvisiert. Genutzt werden stattdessen vor allem die Gratis-Kommunikationswerkzeuge, die das Bildungsportal in Form einer Lernplattform anbietet. Differenzielle Analysen zeigen zudem, dass insbesondere Lehrpersonen aus...
This paper provides a descriptive overview of the empirical evidence for potential effects of reflective weblog writing for coping with stress. Seventeen studies meeting the inclusion criteria are summarized in a systematic synopsis. Sixteen studies focus on self-initiated blogging in informal contexts. Only one study examines mandated weblog writi...
Past research has suggested that innovation processes in schools are more successful when they are participatory and voluntary. To examine this notion, we categorized schools into one of four different innovation-process types, based on group interviews with school staff: complementary bottom-up and top-down development (type 1), top-down developme...
Serious games are generally considered to induce positive effects in the areas of learning motivation and learning gains. Yet few studies have examined how these factors are related. Therefore, an empirical study was conducted to test the relationship between anticipated enjoyment and willingness to play, as well as between game enjoyment, self‐rep...
Der Einsatz von Videos in der Lehrerinnen- und Lehrerbildung läuft zunehmend auch über das Internet. Die dafür genutzten Online-Plattformen sind mittlerweile vielfältig. Der Beitrag gibt einen Überblick entlang einer Typologie möglicher Einsatzweisen. Die Angebote unterscheiden sich einerseits in ihrem Ansatz, ob mit Videos von kritischen, alltägli...
Der Einsatz von Videos in der Lehrerinnen- und Lehrerbildung läuft zunehmend auch über das Internet. Die dafür genutzten Online-Plattformen sind mittlerweile vielfältig. Der Beitrag gibt einen Überblick entlang einer Typologie möglicher Einsatzweisen. Die Angebote unterscheiden sich einerseits in ihrem Ansatz, z.B. dahin gehend, ob mit Videos von k...
Digitale Medien sind heute überall. Auch in der Schule. Doch werden sie auch sinnvoll eingesetzt? Das Lehrbuch vermittelt einen umfassenden Überblick über die pädagogischen und psychologischen Grundlagen des Lernens und Unterrichtens mit Computer- und Internettechnologien. Es präsentiert konkrete Ideen für verschiedene Schulfächer und formuliert fo...
The goal of this study was to compare how weblogs and traditional hand-written reflective learning protocols compare regarding the use of cognitive and metacognitive strategies for knowledge acquisition as well as learning gains in secondary school students. The study used a quasi-experimental control group design with repeated measurements compari...
Digitale Medien sind heute überall. Auch in der Schule. Doch werden sie auch sinnvoll eingesetzt? Das Lehrbuch vermittelt einen umfassenden Überblick über die pädagogischen und psychologischen Grundlagen des Lernens und Unterrichtens mit Computer- und Internettechnologien. Es präsentiert konkrete Ideen für verschiedene Schulfächer und formuliert fo...