Joke Voogt
About
In The Last Decade
Joke Voogt
211 papers receiving 8.0k citations
Hit Papers
Peers
Comparison fields: 5 of 131
- Education 6.2k
- Information Systems 3.0k
- Developmental and Educational Psychology 1.9k
- Computer Science Applications 1.6k
- Gender Studies 1.4k
Countries citing papers authored by Joke Voogt
This map shows the geographic impact of Joke Voogt's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Joke Voogt with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Joke Voogt more than expected).
Fields of papers citing papers by Joke Voogt
This network shows the impact of papers produced by Joke Voogt. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Joke Voogt. The network helps show where Joke Voogt may publish in the future.
Co-authorship network of co-authors of Joke Voogt
This figure shows the co-authorship network connecting the top 25 collaborators of Joke Voogt. A scholar is included among the top collaborators of Joke Voogt based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Joke Voogt. Joke Voogt is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 1 | |
| 2 | 1 | |
| 3 | 4 | |
| 4 | 5Assessing The Pre-Service And In-Service Teachers’ Continuation Of Use Of Technology In Teaching After Participation In A Professional Development Arrangement | 0 |
| 5 | Learning and Teaching Computational Thinking – Challenges for Teacher Education | 3 |
| 6 | 36 | |
| 7 | Best of The Netherlands: How children use computational thinking skills when they solve a problem using the Ozobot | 2 |
| 8 | E-didactiek: Welke ict-applicaties gebruiken leraren en waarom? | 5 |
| 9 | EDUsummIT: A Global Knowledge Building Community for Educational Researchers, Practitioners, and Policy Makers. | 3 |
| 10 | Using theoretical perspectives in developing understanding of TPACK | 6 |
| 11 | Arguing for computer science in the school curriculum | 36 |
| 12 | Curriculum - Advancing understanding of the roles of computer science/informatics in the curriculum | 2 |
| 13 | Technological Pedagogical Content Knowledge (TPACK): Revision and Rethinking | 0 |
| 14 | Van de lerarenopleiding tot de onderwijspraktijk: een follow-up studie naar strategieën om leraren voor te bereiden op educatief ICT-gebruik | 2 |
| 15 | Support to teacher design teams to foster teachers' curriculum design expertise | 3 |
| 16 | Naar nieuwe samenwerkingsvormen tussen onderwijsonderzoek en onderwijspraktijk | 0 |
| 17 | Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania | 13 |
| 18 | Strategies for teacher professional development on TPACK, Part 2 | 2 |
| 19 | How to prepare teachers for the next century: Case studies of innovation use of technology in pro-service teacher education. | 2 |
| 20 | Teacher and Student Attitudes Toward Information Technology in Four Nations | 3 |
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.