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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:

Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans
Mirjam Schmid, Eliana Brianza, Dominik Petko
Computers in Human Behavior (2020) Vol. 115, pp. 106586-106586
Open Access | Times Cited: 219

Showing 1-25 of 219 citing articles:

Profiling teachers' readiness for online teaching and learning in higher education: Who's ready?
Ronny Scherer, Sarah Howard, Jo Tondeur, et al.
Computers in Human Behavior (2020) Vol. 118, pp. 106675-106675
Open Access | Times Cited: 420
Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model
Huma Akram, Yang Ying-xiu, Ahmad Samed Al‐Adwan, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 123
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study
Andreas Lachner, Armin Fabian, Ulrike Franke, et al.
Computers & Education (2021) Vol. 174, pp. 104304-104304
Closed Access | Times Cited: 119
Motivation, Stress and Impact of Online Teaching on Italian Teachers during COVID-19
Giusi Antonia Toto, Pierpaolo Limone
Computers (2021) Vol. 10, Iss. 6, pp. 75-75
Open Access | Times Cited: 63
Predicting preservice teachers' intention to use technology-enabled learning
Jessica Herring Watson, Amanda J. Rockinson‐Szapkiw
Computers & Education (2021) Vol. 168, pp. 104207-104207
Closed Access | Times Cited: 55
Beliefs and Knowledge for Pre-Service Teachers’ Technology Integration during Teaching Practice: An Extended Theory of Planned Behavior
Akhmad Habibi, Yasir Riady, Ahmad Samed Al‐Adwan, et al.
Computers in the Schools (2022) Vol. 40, Iss. 2, pp. 107-132
Closed Access | Times Cited: 49
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 Howard, et al.
Computers in Human Behavior (2022) Vol. 139, pp. 107530-107530
Open Access | Times Cited: 38
Implementing ICT in classroom practice: what else matters besides the ICT infrastructure?
Catalina Lomos, Johannes W. Luyten, Sabine Tieck
Large-scale Assessments in Education (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 34
Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study: A systematic review
Ángel Alfonso Jiménez Sierra, Jorge Mario Ortega Iglesias, Julio Cabero Almenara, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 25
The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course
M. Anas Thohir, Erif Ahdhianto, Siti Mas’ula, et al.
Contemporary Educational Technology (2023) Vol. 15, Iss. 2, pp. ep407-ep407
Open Access | Times Cited: 24
Towards an Integrated Perspective of Teachers’ Technology Integration: A Preliminary Model and Future Research Directions
Andreas Lachner, Iris Backfisch, Ulrike Franke
Frontline Learning Research (2024) Vol. 12, Iss. 1, pp. 1-15
Open Access | Times Cited: 11
Teaching Plan Generation and Evaluation With GPT-4: Unleashing the Potential of LLM in Instructional Design
Bihao Hu, Longwei Zheng, Jiayi Zhu, et al.
IEEE Transactions on Learning Technologies (2024) Vol. 17, pp. 1471-1485
Closed Access | Times Cited: 9
potential of online learning in modern conditions and its use at different levels of education
Evgeniy Aleksandrovich Danchikov, Natalia Prodanova, Yulia N. Kovalenko, et al.
Linguistics and Culture Review (2021) Vol. 5, Iss. S1, pp. 578-586
Open Access | Times Cited: 42
Beliefs, Self-reported or Performance-Assessed TPACK: What Can Predict the Quality of Technology-Enhanced Biology Lesson Plans?
Lena von Kotzebue
Journal of Science Education and Technology (2022) Vol. 31, Iss. 5, pp. 570-582
Open Access | Times Cited: 28
Facilitating Conditions as the Biggest Factor Influencing Elementary School Teachers’ Usage Behavior of Dynamic Mathematics Software in China
Zhiqiang Yuan, Jing Liu, Xi Deng, et al.
Mathematics (2023) Vol. 11, Iss. 6, pp. 1536-1536
Open Access | Times Cited: 18
Technological pedagogical content knowledge for twenty-first century learning skills: the game changer for teachers of industrial revolution 5.0
Quinie Kooi Loo Ong, Nagaletchimee Annamalai
Education and Information Technologies (2023) Vol. 29, Iss. 2, pp. 1939-1980
Closed Access | Times Cited: 18
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
Effect of game-based learning on educational technology Students’ performance: A case of simple repeated measures approach
Ibrahim Abba Mohammed, Oluwole Caleb Falode, Ibrahim Ismaila Kuta, et al.
Education and Information Technologies (2024) Vol. 29, Iss. 14, pp. 18287-18297
Closed Access | Times Cited: 7
Development of a TPACK Educational Program to Enhance Pre-service Teachers’ Teaching Expertise in Artificial Intelligence Convergence Education
Seong-Won Kim
International Journal on Advanced Science Engineering and Information Technology (2024) Vol. 14, Iss. 1, pp. 1-9
Open Access | Times Cited: 7
Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences
Timo Kosiol, Stefan Ufer
Computers and Education Open (2024) Vol. 7, pp. 100205-100205
Open Access | Times Cited: 5
Predicting Factors Influencing Preservice Teachers’ Behavior Intention in the Implementation of STEM Education Using Partial Least Squares Approach
Tommy Tanu Wijaya, Peijie Jiang, Mailizar Mailizar, et al.
Sustainability (2022) Vol. 14, Iss. 16, pp. 9925-9925
Open Access | Times Cited: 24
ICT integration in teachers’ lesson plans: a scoping review of empirical studies
Johannes König, Sandra Heine, Daniela Jäger-Biela, et al.
European Journal of Teacher Education (2022) Vol. 47, Iss. 4, pp. 821-849
Open Access | Times Cited: 24
Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice
Lisa Stinken‐Rösner, Elisabeth Hofer, Annika Rodenhauser, et al.
Education Sciences (2023) Vol. 13, Iss. 7, pp. 732-732
Open Access | Times Cited: 15
Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities
Anthony Bwalya, Marcellin Rutegwa
Eurasia Journal of Mathematics Science and Technology Education (2023) Vol. 19, Iss. 2, pp. em2222-em2222
Open Access | Times Cited: 14
Teacher educators’ use of mind mapping in the development of TPACK in a technology-rich learning environment
Theodorio Adedayo Olayinka, Tawanda Wallace Mataka, Brian Shambare
Education and Information Technologies (2024) Vol. 29, Iss. 14, pp. 18675-18694
Open Access | Times Cited: 4
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