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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:

Examining Primary Education Teachers’ Perceptions of TPACK and the Related Educational Context Factors
Dimitrios Roussinos, Athanassios Jimoyiannis
Journal of Research on Technology in Education (2019) Vol. 51, Iss. 4, pp. 377-397
Closed Access | Times Cited: 75

Showing 1-25 of 75 citing articles:

Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods
Julio Cabero Almenara, Francisco D. Guillén‐Gámez, Julio Ruiz‐Palmero, et al.
British Journal of Educational Technology (2021) Vol. 53, Iss. 1, pp. 41-57
Open Access | Times Cited: 106
The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers' technology adoption
Chun Lai, Qiu Wang, Xianhan Huang
British Journal of Educational Technology (2022) Vol. 53, Iss. 5, pp. 1389-1411
Closed Access | Times Cited: 46
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
Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study
Ivan Alberola-Mulet, Marcos Jesús Iglesias Martínez, Inés Lozano Cabezas
Education Sciences (2021) Vol. 11, Iss. 5, pp. 239-239
Open Access | Times Cited: 48
How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education
Joshua Weidlich, Marco Kalz
European Journal of Teacher Education (2023), pp. 1-21
Open Access | Times Cited: 16
Is contextual knowledge a key component of expertise for teaching with technology? A systematic literature review
Eliana Brianza, Mirjam Schmid, Jo Tondeur, et al.
Computers and Education Open (2024) Vol. 7, pp. 100201-100201
Open Access | Times Cited: 7
Primary school teachers’ attitudes toward technology use and stimulating higher-order thinking in students: a review of the literature
Frances Wijnen, Juliette Walma van der Molen, Joke Voogt
Journal of Research on Technology in Education (2021) Vol. 55, Iss. 4, pp. 545-567
Open Access | Times Cited: 37
Information communication technologies education in elementary school: a systematic literature review
Rois Saifuddin Zuhri, İnsih Wilujeng, Haryanto Haryanto, et al.
Journal of Education and Learning (EduLearn) (2024) Vol. 18, Iss. 3, pp. 1070-1082
Open Access | Times Cited: 4
Examining Pre-service Teachers' Digital Citizenship Perceptions and TPACK Competencies for 21st Century Skills According to Various Variables
Gizem Yağlı, Gülcan Öztürk
Advances in educational technologies and instructional design book series (2025), pp. 73-100
Closed Access
Preschool teachers’ perceptions about TPACK in Greek educational context
Konstantinos Lavidas, Maria-Angeliki Katsidima, Stavroula Theodoratou, et al.
Journal of Computers in Education (2021) Vol. 8, Iss. 3, pp. 395-410
Closed Access | Times Cited: 27
Sustaining Teaching with Technology after the Quarantine: Evidence from Chinese EFL Teachers’ Technological, Pedagogical and Content Knowledge
Fang Huang, Jiafu Qi, Ailin Xie
Sustainability (2022) Vol. 14, Iss. 14, pp. 8774-8774
Open Access | Times Cited: 21
The Technological-Pedagogical Knowledge for In-Service Teachers in Primary Education: A Systematic Literature Review
Miguel Paidicán, Pamela Alejandra Arredondo Herrera
Contemporary Educational Technology (2022) Vol. 14, Iss. 3, pp. ep370-ep370
Open Access | Times Cited: 19
Exploring teachers’ readiness and beliefs about emergency remote teaching in the midst of the COVID-19 pandemic
Athanassios Jimoyiannis, Nikolaos Koukis
Technology Pedagogy and Education (2023) Vol. 32, Iss. 2, pp. 205-222
Closed Access | Times Cited: 12
The Relationship between Pre-service Teachers’ Cognitive Flexibility Levels and Techno-pedagogical Education Competencies
Gülcan Öztürk, Ayşen Karamete, Gülcan Çetin
International Journal of Contemporary Educational Research (2020) Vol. 7, Iss. 1, pp. 40-53
Open Access | Times Cited: 30
Teacher development in robot and IoT knowledge, skills, and attitudes with the use of the TPACK-based Support-Stimulate-Seek approach
Chih‐Chien Hu, Hui‐Chin Yeh, Nian‐Shing Chen
Interactive Learning Environments (2022) Vol. 31, Iss. 9, pp. 5811-5830
Closed Access | Times Cited: 16
Technological Pedagogical Content Knowledge: Implementation of a Didactic Proposal for Preservice History Teachers
Carlos D. Ciriza-Mendívil, Ana María Mendióroz Lacambra, José Manuel Hernández de la Cruz
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 16
Empirical Research on Technological Pedagogical Content Knowledge (TPACK) Framework in Health Professions Education: A Literature Review
Driss Ait Ali, Abdelilah El Meniari, Saadia El Filali, et al.
Medical Science Educator (2023) Vol. 33, Iss. 3, pp. 791-803
Closed Access | Times Cited: 10
The influence of digital competence of academicians on students’ engagement at university level: moderating effect of the pandemic outbreak
Esra AlDhaen
Competitiveness Review An International Business Journal incorporating Journal of Global Competitiveness (2023) Vol. 34, Iss. 1, pp. 51-71
Closed Access | Times Cited: 10
Using the UTAUT-TPACK model to explain digital teaching behaviour of elementary school mathematics teacher
Xin Tang, Zhiqiang Yuan, Haibin Kuang, et al.
Asia Pacific Journal of Education (2024), pp. 1-23
Closed Access | Times Cited: 3
Building Mathematics Teachers’ TPACK Through Collaborative Lesson Design Activities
Joseph Njiku, Védaste Mutarutinya, Jean François Maniraho
Contemporary Educational Technology (2021) Vol. 13, Iss. 2, pp. ep297-ep297
Open Access | Times Cited: 22
A mixed-methods study of novice teachers’ technology integration: Do they leverage their TPACK knowledge once entering the profession?
Rachel Karchmer‐Klein, Haruka Konishi
Journal of Research on Technology in Education (2021) Vol. 55, Iss. 3, pp. 490-506
Closed Access | Times Cited: 21
Shifting to Emergency Remote Teaching Due to the COVID-19 Pandemic: An Investigation of Greek Teachers’ Beliefs and Experiences
Athanassios Jimoyiannis, Nikolaos Koukis, Panagiotis Tsiotakis
Communications in computer and information science (2021), pp. 320-329
Closed Access | Times Cited: 20
Adaptive Learning Technology in Primary Education: Implications for Professional Teacher Knowledge and Classroom Management
Synnøve Moltudal, Rune Johan Krumsvik, Kjetil L. Høydal
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 15
Exploring the TPACK of prospective nursing educators: A national study
Driss Ait Ali, Abdelilah El Meniari, Mimoun Saidi, et al.
Teaching and learning in nursing (2023) Vol. 18, Iss. 3, pp. e52-e57
Closed Access | Times Cited: 7
Technopedagogical and disciplinary knowledge of primary school teachers in different socio-demographic contexts
Miguel Paidicán, Begoña Gros Salvat, Pamela Arredondo Herrera
Campus Virtuales (2024) Vol. 13, Iss. 1, pp. 69-69
Open Access | Times Cited: 2
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