
Maria-Luisa Schmitz- Doctor of Philosophy
- PostDoc Position at University of Zurich
Maria-Luisa Schmitz
- Doctor of Philosophy
- PostDoc Position at University of Zurich
About
15
Publications
2,735
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257
Citations
Introduction
Research interests: vocational education, upper secondary schools, school leadership, digital transformation "will, skill, tool" model, technology integration.
Skills and Expertise
Current institution
Additional affiliations
August 2020 - present
Swiss Federal University for Vocational Education and Training
Position
- Senior Researcher and Lecturer
Education
October 2018 - May 2020
University of Bonn
Field of study
- Psychology
Publications
Publications (15)
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...
The three articles in this dissertation attempt to investigate whether the will, skill, tool, pedagogy” (WSTP) model still holds true after 20 years and explains a high degree of variance in technology integration into teaching and learning. Two main gaps were identified in the research on the WSTP model that were tackled by this dissertation’s thr...
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...
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...
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...
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...
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...
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...
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...
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...