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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:

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: 63

Showing 1-25 of 63 citing articles:

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks
Kingsley Okoye, Hussein Haruna, Arturo Arrona‐Palacios, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 2, pp. 2291-2360
Open Access | Times Cited: 109
Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies
Biyun Huang, Morris Siu‐Yung Jong, Yun‐Fang Tu, et al.
Computers & Education (2022) Vol. 189, pp. 104577-104577
Open Access | Times Cited: 86
Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement
Seyum Getenet, Robert Cantle, Petrea Redmond, et al.
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 33
“Like, comment, and share”—professional development through social media in higher education: A systematic review
Tian Luo, Candice Freeman, Jill E. Stefaniak
Educational Technology Research and Development (2020) Vol. 68, Iss. 4, pp. 1659-1683
Closed Access | Times Cited: 109
Towards teaching analytics: a contextual model for analysis of students’ evaluation of teaching through text mining and machine learning classification
Kingsley Okoye, Arturo Arrona‐Palacios, Claudia Camacho-Zúñiga, et al.
Education and Information Technologies (2021) Vol. 27, Iss. 3, pp. 3891-3933
Open Access | Times Cited: 58
From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic
Yael Sidi, Tamar Shamir‐Inbal, Yoram Eshet‐Alkalai
Computers & Education (2023) Vol. 201, pp. 104831-104831
Open Access | Times Cited: 31
Enhancing teachers’ self-efficacy beliefs in AI-based technology integration into English speaking teaching through a professional development program
Yu‐Fen Yang, Christine Chifen Tseng, Siao-Cing Lai
Teaching and Teacher Education (2024) Vol. 144, pp. 104582-104582
Closed Access | Times Cited: 11
Teachers’ technology use for teaching: Comparing two explanatory mechanisms
Iris Backfisch, Ronny Scherer, Fazilat Siddiq, et al.
Teaching and Teacher Education (2021) Vol. 104, pp. 103390-103390
Closed Access | Times Cited: 44
Understanding Medical Students’ Perceptions of and Behavioral Intentions toward Learning Artificial Intelligence: A Survey Study
Xin Li, Michael Yi‐Chao Jiang, Morris Siu‐Yung Jong, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 14, pp. 8733-8733
Open Access | Times Cited: 32
Computer self-efficacy and ICT integration in education: Structural relationship and mediating effects
Ernest Afari, Fuad Ali Ahmed Eksail, Myint Swe Khine, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 9, pp. 12021-12037
Open Access | Times Cited: 20
Students’ perceptions of e-learning ESP course in virtual and blended learning modes
Zainab M. Gaffas
Education and Information Technologies (2023) Vol. 28, Iss. 8, pp. 10329-10358
Closed Access | Times Cited: 17
Examining the Validity and Reliability of the Teacher Self-Efficacy Scale in the Use of ICT at Home for Preschool Distance Education (TSES-ICT-PDE) Among Greek Preschool Teachers: A Comparative Study with Turkey
Stamatios Papadakis, Ali İbrahim Can Gözüm, Ümit Ünsal Kaya, et al.
EAI/Springer Innovations in Communication and Computing (2024), pp. 1-30
Closed Access | Times Cited: 6
Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study
Muhterem Dindar, Anna Suorsa, Jan Hermes, et al.
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 6, pp. 1553-1565
Open Access | Times Cited: 38
Gender divides in teachers' readiness for online teaching and learning in higher education: Do women and men consider themselves equally prepared?
Ronny Scherer, Fazilat Siddiq, Sarah Howard, et al.
Computers & Education (2023) Vol. 199, pp. 104774-104774
Open Access | Times Cited: 14
Adopting Maker Education: A Comparative Analysis of Intentions Between In-Service and Pre-Service STEM Teachers
Yawen Cheng, Cheng-Huan Chen, Nian‐Shing Chen
International Journal of Science and Mathematics Education (2025)
Open Access
From Knowledge To Intention: The Role Of TPACK And Self-Efficacy In Technology Integration
Thomas Schubatzky, Jan‐Philipp Burde, Rike Große-Heilmann, et al.
Computers and Education Open (2025), pp. 100246-100246
Open Access
Factors influencing teachers’ technology adoption in technology-rich classrooms: model development and test
Yanyan Sun, Zhenping Yan
Educational Technology Research and Development (2025)
Closed Access
Prioritizing Strategies to Enhance Teachers' Technological Self-Efficacy: A Nominal Group Technique approach
Siva Kumar Subramaniam, Aziah Ismail, N. Ahmad
Environment-Behaviour Proceedings Journal (2025) Vol. 10, Iss. SI24, pp. 275-281
Closed Access
Developing the Teacher Self-Efficacy Scale in the Use of ICT at Home for Pre-school Distance Education During Covid-19
Ali İbrahim Can Gözüm, Şermin Metin, Halil Uzun, et al.
Technology Knowledge and Learning (2022) Vol. 28, Iss. 3, pp. 1351-1381
Closed Access | Times Cited: 18
Role of School Principals’ Technology Leadership Practices in Building a Learning Organization Culture in Public K-12 Schools
Köksal Banoğlu, Ruben Vanderlinde, Münevver Çetin, et al.
Journal of School Leadership (2022) Vol. 33, Iss. 1, pp. 66-91
Closed Access | Times Cited: 14
Maker-Centered Teacher Professional Development: Examining K-12 Teachers’ Learning Experiences in a Commercial Makerspace
W. Monty Jones, Jonathan Cohen, Michael Schad, et al.
TechTrends (2019) Vol. 64, Iss. 1, pp. 37-49
Closed Access | Times Cited: 25
Associations of different types of informal teacher learning with teachers’ technology integration intention
Xianhan Huang, Lai Chun, Mingyao Sun, et al.
Computers & Education (2022) Vol. 190, pp. 104604-104604
Closed Access | Times Cited: 13
Digital era learner-centered leadership and teachers’ efficacy: the mediating role of teachers’ professional learning
Pui Yee Chan, Phaik Kin Cheah, Yuen Onn Choong
Journal of Professional Capital and Community (2024)
Closed Access | Times Cited: 2
The Artificial Intelligence Learning Anxiety and Self-Efficacy of In-Service Teachers Taking AI Training Courses
Ting‐Chia Hsu, Tai-Ping Hsu, Yi-Ting Lin
(2023), pp. 97-101
Closed Access | Times Cited: 6
Sources of pre-service teacher self-efficacy: a longitudinal qualitative inquiry
Kang Ma, Michael Cavanagh, Anne McMaugh
Asia Pacific Journal of Education (2022), pp. 1-16
Closed Access | Times Cited: 9
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