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Changes in early career teachers’ technology use for teaching: The roles of teacher self-efficacy, ICT literacy, and experience during COVID-19 school closure
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Changes in early career teachers’ technology use for teaching: The roles of teacher self-efficacy, ICT literacy, and experience during COVID-19 school closure (2023)Changes in early career teachers’ technol…The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis (2020)The potential of digital tool…Profiling teachers' readiness for online teaching and learning in higher education: Who's ready? (2020)Profiling teachers' readiness…Covid-19 pandemic and online learning: the challenges and opportunities (2020)Covid-19 pandemic and online …COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer (2020)COVID-19 and schooling: evalu…Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany (2020)Adapting to online teaching d…The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education (2018)The technology acceptance mod…What is Technological Pedagogical Content Knowledge (TPACK)? (2013)What is Technological Pedagog…A review of technological pedagogical content knowledge (2013)A review of technological ped…Technological pedagogical content knowledge – a review of the literature (2012)Technological pedagogical con…Three Cs in measurement models: Causal indicators, composite indicators, and covariates. (2011)Three Cs in measurement model…Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence (2011)Preparing pre-service teacher…Factors influencing teachers’ intention to use technology: Model development and test (2011)Factors influencing teachers’…Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Technological Pedagogical Con…A Critical Review of Construct Indicators and Measurement Model Misspecification in Marketing and Consumer Research (2003)A Critical Review of Construc…Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology (1989)Perceived Usefulness, Perceiv…A technology acceptance model for empirically testing new end-user information systems : theory and results (1985)A technology acceptance model…Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences (2011)Teacher beliefs and technology integration (2012)Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research (1975)Self-efficacy mechanism in human agency. (1982)User Acceptance of Computer Technology: A Comparison of Two Theoretical Models (1989)A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies (2000)User Acceptance of Information Technology: Toward A Unified View1 (2003)A new criterion for assessing discriminant validity in variance-based structural equation modeling (2014)A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review (2015)Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience (2018)Meta-Ethnography: Synthesizing Qualitative Studies (1988)What Is Technological Pedagogical Content Knowledge (2009)Estudos de revisão: implicações conceituais e metodológicas (2014)Preparing beginning teachers for technology integration in education: ready for take-off? (2016)Situated Cognition and the Culture of Learning (1989)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Teacher Technology Change (2010)Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)An assessment of the use of partial least squares structural equation modeling in marketing research (2011)Partial Least Squares Structural Equation Modeling: Rigorous Applications, Better Results and Higher Acceptance (2013)Partial least squares structural equation modeling (PLS-SEM) (2014)The theory of planned behavior (1991)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (2009)Technology acceptance model in educational context: A systematic literature review (2019)Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model (2021)Measuring Students’ Use of Zoom Application in Language Course Based on the Technology Acceptance Model (TAM) (2021)Self-Efficacy: The Exercise of Control (1999)COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning (2021)Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic (2022)Workplace literacy skills—how information and digital literacy affect adoption of digital technology (2022)Digital Natives, Digital Immigrants Part 1 (2001)Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies (2009)An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID‐19 pandemic (2021)Faculty’s and Students’ Perceptions of Online Learning During COVID-19 (2021)Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review (2022)The Difference between Emergency Remote Teaching and Online Learning (2024)Development of an Instrument to Measure the Perceptions of Adopting an Information Technology Innovation (1991)
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References

  • 1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology68,271 cited
  • 2006Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge12,552 cited
  • 1985A technology acceptance model for empirically testing new end-user information systems : theory and results6,184 cited
  • 2003A Critical Review of Construct Indicators and Measurement Model Misspecification in Marketing and Consumer Research5,847 cited
  • 2013What is Technological Pedagogical Content Knowledge (TPACK)?2,787 cited
  • 2020Covid-19 pandemic and online learning: the challenges and opportunities2,736 cited
  • 2018The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education1,915 cited
  • 2020Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany1,433 cited
  • 2012Technological pedagogical content knowledge – a review of the literature1,101 cited
  • 2011Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence1,066 cited
  • 2011Factors influencing teachers’ intention to use technology: Model development and test913 cited
  • 2013A review of technological pedagogical content knowledge621 cited
  • 2020The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis

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570 cited
  • 2020Profiling teachers' readiness for online teaching and learning in higher education: Who's ready?547 cited
  • 2011Three Cs in measurement models: Causal indicators, composite indicators, and covariates.535 cited
  • 2020COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer507 cited
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