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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Sharing and self-promoting: An analysis of educator tweeting at the onset of the COVID-19 pandemic
Jeffrey P. Carpenter, Torrey Trust, Royce Kimmons, et al.
Computers and Education Open (2021) Vol. 2, pp. 100038-100038
Open Access | Times Cited: 39

Showing 1-25 of 39 citing articles:

The education influencer: A new player in the educator professional landscape
Jeffrey P. Carpenter, Catharyn Shelton, Stephanie Schroeder
Journal of Research on Technology in Education (2022) Vol. 55, Iss. 5, pp. 749-764
Closed Access | Times Cited: 60
English language teachers’ social media branding: mapping the construction and perception of brand identities on Instagram
Hassan Nejadghanbar, Mahsa Fotouhi
IRAL - International Review of Applied Linguistics in Language Teaching (2025)
Closed Access | Times Cited: 1
Teachers' opinions on (urgent) distance education activities during the pandemic period
Yafes Can, Salih Bardakçı
Advances in Mobile Learning Educational Research (2022) Vol. 2, Iss. 2, pp. 351-374
Open Access | Times Cited: 35
Using social media in pre-service teacher education: The case of a program-wide Twitter hashtag
Jeffrey P. Carpenter, Scott A. Morrison, Joshua M. Rosenberg, et al.
Teaching and Teacher Education (2023) Vol. 124, pp. 104036-104036
Closed Access | Times Cited: 19
A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic
Stephen J. Aguilar, Joshua M. Rosenberg, Spencer P. Greenhalgh, et al.
AERA Open (2021) Vol. 7
Open Access | Times Cited: 28
Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram
Catharyn Shelton, Rachelle Curcio, Jeffrey P. Carpenter, et al.
TechTrends (2022) Vol. 66, Iss. 5, pp. 837-854
Open Access | Times Cited: 20
Teachers using technology for co-teaching and crowdsourcing: The case of Global Read Aloud collaboration
Jeffrey P. Carpenter, Shea N. Kerkhoff, Xiaoying Wang
Teaching and Teacher Education (2022) Vol. 114, pp. 103719-103719
Closed Access | Times Cited: 19
Teachers’ Challenges in Transforming the Digital Teaching in Cambodian Context
Vanna Ourn, Than Chhorn
(2025) Vol. 1, Iss. 1, pp. 76-87
Closed Access
An analysis of school districts’ social media content patterns related to technology and their school performance
JaMall Willis, Katherine Nicksic, Christina Zientek, et al.
Educational Media International (2025), pp. 1-18
Closed Access
Lurkers versus posters: Perceptions of learning in informal social media‐based communities
Jiawen Zhu, Kara Dawson
British Journal of Educational Technology (2023) Vol. 54, Iss. 4, pp. 924-942
Closed Access | Times Cited: 9
From Research to Retweets—Exploring the Role of Educational Twitter (X) Communities in Promoting Science Communication and Evidence-Based Teaching
Monica Déchène, Kaley Lesperance, Lisa Ziernwald, et al.
Education Sciences (2024) Vol. 14, Iss. 2, pp. 196-196
Open Access | Times Cited: 3
Examining a technology-focused language teacher community on Facebook during a crisis situation
Yurika Ito
Asian-Pacific Journal of Second and Foreign Language Education (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 9
#WedontWantDistanceEducation: a thematic analysis of higher education students’ social media posts about online education during Covid-19 pandemic
Muhterem Dindar, İsmail Çelik, Hanni Muukkonen
Technology Knowledge and Learning (2022) Vol. 27, Iss. 4, pp. 1337-1355
Open Access | Times Cited: 13
Social Media Use in Higher Education During the COVID-19 Pandemic: A Systematic Literature Review
Wisal Al Balushi, Fatma Saif Al-Busaidi, Aqdas Malik, et al.
International Journal of Emerging Technologies in Learning (iJET) (2022) Vol. 17, Iss. 24, pp. 4-24
Open Access | Times Cited: 12
Learning in the palm of your hand: an exploration of the value of online education-related X/Twitter chats for professional learning
Bernadette Mary Mercieca, Jacquelin McDonald, Jeffrey P. Carpenter
Professional Development in Education (2024), pp. 1-15
Open Access | Times Cited: 2
TikTok as an ‘angel’ or ‘demon’ learning tool in sport sciences education: A narrative critical review
Samuel López‐Carril, Nicholas M. Watanabe, Christos Anagnostopoulos
Social Sciences & Humanities Open (2024) Vol. 10, pp. 101103-101103
Open Access | Times Cited: 2
Did They Transform Their Teaching Practices? A Case Study on Evaluating Professional Development Webinars Offered to Language Teachers during COVID-19
Ishaq Al-Naabi
International Journal of Higher Education (2023) Vol. 12, Iss. 1, pp. 36-36
Open Access | Times Cited: 5
Self-promotion and online shaming during COVID-19: A toxic combination
Rajat Kumar Behera, Pradip Kumar Bala, Nripendra P. Rana, et al.
International Journal of Information Management Data Insights (2022) Vol. 2, Iss. 2, pp. 100117-100117
Open Access | Times Cited: 8
Why do teachers participate in technology-focused online language teacher communities on Facebook?
Yurika Ito
Journal of Research on Technology in Education (2023), pp. 1-14
Closed Access | Times Cited: 4
Digital social support among educators in social media: An international comparative study of tweets and replies in #teachertwitter and #twlz
Eric Richter, Jeffrey P. Carpenter, André Meyer, et al.
Computers & Education (2024) Vol. 221, pp. 105137-105137
Closed Access | Times Cited: 1
Navigating identity and mental health on Instagram: Edu‐fluencers in the Asian American Pacific Islander Community
Bagmi Das, Mina Attia, Claudia Nguyen, et al.
Journal of Multicultural Counseling and Development (2024) Vol. 52, Iss. 4, pp. 230-241
Closed Access | Times Cited: 1
Sparse, Pair-Wise, Emotion-Focused Interactions: Educators’ Networking Patterns on Twitter at Early Pandemic
Yiyun Fan, Kathlyn Elliott
Contemporary Educational Technology (2022) Vol. 14, Iss. 3, pp. ep373-ep373
Open Access | Times Cited: 5
Exploring students’ Twitter use in the online classroom across 4 years
Linda E. Rohr, Jane Costello, Laura Squires
E-Learning and Digital Media (2023) Vol. 21, Iss. 5, pp. 462-479
Open Access | Times Cited: 2
Tweeting with colleagues: A study of an institutional hashtag
Lauren Eutsler, Daniel G. Krutka, Jessica Gallow, et al.
Journal of Digital Learning in Teacher Education (2023) Vol. 39, Iss. 4, pp. 182-200
Closed Access | Times Cited: 2
The web of plenty: Leveraging the abundance of free, on-demand online forensic content
Kimberlee Moran
Science & Justice (2022) Vol. 62, Iss. 6, pp. 778-784
Closed Access | Times Cited: 4
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