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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:

The Interplay of School Readiness and Teacher Readiness for Educational Technology Integration: A Structural Equation Model
Dominik Petko, Doreen Prasse, Andrea Cantieni
Computers in the Schools (2018) Vol. 35, Iss. 1, pp. 1-18
Closed Access | Times Cited: 149

Showing 1-25 of 149 citing articles:

Technology-Enhanced Education through VR-Making and Metaverse-Linking to Foster Teacher Readiness and Sustainable Learning
Hyejin Lee, Yohan Hwang
Sustainability (2022) Vol. 14, Iss. 8, pp. 4786-4786
Open Access | Times Cited: 239
Information and Communications Technology Used in Higher Education: An Empirical Study on Digital Learning as Sustainability
Amer Mutrik Sayaf, Mahdi M. Alamri, Mohammed Ayid Alqahtani, et al.
Sustainability (2021) Vol. 13, Iss. 13, pp. 7074-7074
Open Access | Times Cited: 113
Digital equity and inclusion in education
Francesca Gottschalk, C Weise
OECD education working papers (2023)
Open Access | Times Cited: 110
Transformational leadership for technology integration in schools: Empowering teachers to use technology in a more demanding way
Maria-Luisa Schmitz, Chiara Antonietti, Tessa Consoli, et al.
Computers & Education (2023) Vol. 204, pp. 104880-104880
Open Access | Times Cited: 47
Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs
Eloho Ifinedo, Jenni Rikala, Timo Hämäläinen
Computers & Education (2019) Vol. 146, pp. 103760-103760
Open Access | Times Cited: 143
Addressing 21st-century digital skills in schools – Development and validation of an instrument to measure teachers' basic ICT competence beliefs
Charlott Rubach, Rebecca Lazarides
Computers in Human Behavior (2020) Vol. 118, pp. 106636-106636
Closed Access | Times Cited: 136
Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate
Ali Raygan, Shahab Moradkhani
Computer Assisted Language Learning (2020) Vol. 35, Iss. 8, pp. 1789-1810
Closed Access | Times Cited: 102
Family-school partnerships: a challenge for teacher education
T. Martijn Willemse, Ian Thompson, Ruben Vanderlinde, et al.
Journal of Education for Teaching International Research and Pedagogy (2018) Vol. 44, Iss. 3, pp. 252-257
Open Access | Times Cited: 90
Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas
Teemu Valtonen, Ulla Leppänen, Mareena Hyypiä, et al.
Education and Information Technologies (2020) Vol. 25, Iss. 4, pp. 2823-2842
Open Access | Times Cited: 89
What does technology integration research tell us about the leadership of technology?
Sara Dexter, Jayson W. Richardson
Journal of Research on Technology in Education (2019) Vol. 52, Iss. 1, pp. 17-36
Closed Access | Times Cited: 86
Ready for Online? Exploring EFL Teachers’ ICT Acceptance and ICT Literacy During COVID-19 in Mainland China
Bingqing Li
Journal of Educational Computing Research (2021) Vol. 60, Iss. 1, pp. 196-219
Open Access | Times Cited: 83
A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching
Hui-Lien Chou, Chien Chou
Computers & Education (2021) Vol. 175, pp. 104335-104335
Open Access | Times Cited: 74
Artificial Intelligence and New Technologies in Inclusive Education for Minority Students: A Systematic Review
Sdenka Zobeida Salas‐Pilco, Kejiang Xiao, Jun Oshima
Sustainability (2022) Vol. 14, Iss. 20, pp. 13572-13572
Open Access | Times Cited: 68
Digital Transformation in Entrepreneurship Education: The Use of a Digital Tool KABADA and Entrepreneurial Intention of Generation Z
Kristaps Lešinskis, Inese Mavļutova, Aivars Spilbergs, et al.
Sustainability (2023) Vol. 15, Iss. 13, pp. 10135-10135
Open Access | Times Cited: 27
Key factors influencing teachers’ motivation to transfer technology-enabled educational innovation
Dovilė Stumbrienė, Tatjana Jevsikova, Vita Kontvainė
Education and Information Technologies (2023) Vol. 29, Iss. 2, pp. 1697-1731
Open Access | Times Cited: 24
Sources of teachers’ self-efficacy for technology integration from formal, informal, and independent professional learning
Emily A. Barton, Sara Dexter
Educational Technology Research and Development (2019) Vol. 68, Iss. 1, pp. 89-108
Closed Access | Times Cited: 65
School principals’ educational goals and leadership styles for digital transformation: results from case studies in upper secondary schools
Michael Ruloff, Dominik Petko
International Journal of Leadership in Education (2021), pp. 1-19
Open Access | Times Cited: 54
Digital Transformation of Learning Organizations
Dirk Ifenthaler, Sandra Hofhues, Marc Egloffstein, et al.
Springer eBooks (2021)
Closed Access | Times Cited: 51
Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science
Rebeca Soler Costa, Antonio José Moreno Guerrero, Jesús López Belmonte, et al.
Sustainability (2021) Vol. 13, Iss. 3, pp. 1481-1481
Open Access | Times Cited: 50
Exploring online readiness in the context of the COVID 19 pandemic
Ida Fatimawati Adi Badiozaman
Teaching in Higher Education (2021) Vol. 28, Iss. 8, pp. 1974-1992
Closed Access | Times Cited: 49
Quality criteria for conceptual technology integration models in education: bridging research and practice
Jo Tondeur, Dominik Petko, Rhonda Christensen, et al.
Educational Technology Research and Development (2021) Vol. 69, Iss. 4, pp. 2187-2208
Open Access | Times Cited: 43
The more experienced, the better prepared? New evidence on the relation between teachers’ experience and their readiness for online teaching and learning
Ronny Scherer, Fazilat Siddiq, Sarah K. Howard, et al.
Computers in Human Behavior (2022) Vol. 139, pp. 107530-107530
Open Access | Times Cited: 38
Mind mapping of teachers’ readiness for online teaching and learning: A reflective study of urban and suburban areas
Nurhikmah Hasyim, Arismunandar Arismunandar, Ranta Butarbutar, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 8
Pre‐service teachers' inclination to integrate AI into STEM education: Analysis of influencing factors
Fengyao Sun, Peiyao Tian, Daner Sun, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 6, pp. 2574-2596
Closed Access | Times Cited: 7
Does it have to be easy, useful, or do we need something else? STEM teachers’ attitudes towards mobile device use in teaching
Liina Adov, Margus Pedaste, Äli Leijen, et al.
Technology Pedagogy and Education (2020) Vol. 29, Iss. 4, pp. 511-526
Closed Access | Times Cited: 47
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