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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:

Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning
Ronny Scherer, Fazilat Siddiq, Timothy Teo
Computers & Education (2015) Vol. 88, pp. 202-214
Closed Access | Times Cited: 193

Showing 1-25 of 193 citing articles:

The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education
Ronny Scherer, Fazilat Siddiq, Jo Tondeur
Computers & Education (2018) Vol. 128, pp. 13-35
Open Access | Times Cited: 1258
Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India
Debajyoti Pal, Vajirasak Vanijja
Children and Youth Services Review (2020) Vol. 119, pp. 105535-105535
Open Access | Times Cited: 388
Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure
Javier Gil-Flores, Javier Rodríguez-Santero, Juan Jesús Torres Gordillo
Computers in Human Behavior (2016) Vol. 68, pp. 441-449
Open Access | Times Cited: 379
The relation between in-service teachers' digital competence and personal and contextual factors: What matters most?
Margarida Lucas, Pedro Bem-Haja, Fazilat Siddiq, et al.
Computers & Education (2020) Vol. 160, pp. 104052-104052
Closed Access | Times Cited: 235
Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education
Fazilat Siddiq, Ronny Scherer, Jo Tondeur
Computers & Education (2015) Vol. 92-93, pp. 1-14
Open Access | Times Cited: 224
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
Is it the way they use it? Teachers, ICT and student achievement
Simona Comi, Gianluca Argentin, Marco Gui, et al.
Economics of Education Review (2016) Vol. 56, pp. 24-39
Open Access | Times Cited: 218
The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches
Ronny Scherer, Jo Tondeur, Fazilat Siddiq, et al.
Computers in Human Behavior (2017) Vol. 80, pp. 67-80
Open Access | Times Cited: 214
Teaching in a Digital Environment (TIDE): Defining and measuring teachers' capacity to develop students' digital information and communication skills
Magdalena Claro, Álvaro Salinas, Tania Cabello-Hutt, et al.
Computers & Education (2018) Vol. 121, pp. 162-174
Closed Access | Times Cited: 192
Extension of technology acceptance model by using system usability scale to assess behavioral intention to use e-learning
Anastasia Revythi, Νικόλαος Τσέλιος
Education and Information Technologies (2019) Vol. 24, Iss. 4, pp. 2341-2355
Open Access | Times Cited: 186
Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2
Timmy H. Tseng, Shin‐jeng Lin, Yi‐Shun Wang, et al.
Interactive Learning Environments (2019) Vol. 30, Iss. 4, pp. 635-650
Open Access | Times Cited: 147
Analysis of Teachers’ Pedagogical Digital Competence: Identification of Factors Predicting Their Acquisition
Francisco D. Guillén‐Gámez, Ma José Mayorga-Fernández, Javier Bravo, et al.
Technology Knowledge and Learning (2020) Vol. 26, Iss. 3, pp. 481-498
Closed Access | Times Cited: 147
Digital equity and inclusion in education
Francesca Gottschalk, C Weise
OECD education working papers (2023)
Open Access | Times Cited: 110
On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model
Ronny Scherer, Jo Tondeur, Fazilat Siddiq
Computers & Education (2017) Vol. 112, pp. 1-17
Open Access | Times Cited: 158
A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!
Jo Tondeur, Ronny Scherer, Fazilat Siddiq, et al.
Australasian Journal of Educational Technology (2017) Vol. 33, Iss. 3
Open Access | Times Cited: 146
Teachers' ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement
Eva Moreira-Fontán, Mar García-Señorán, Ángeles Conde Rodríguez, et al.
Computers & Education (2019) Vol. 134, pp. 63-77
Open Access | Times Cited: 141
Predicting High School Teacher Use of Technology: Pedagogical Beliefs, Technological Beliefs and Attitudes, and Teacher Training
Yaoran Li, Veronica Garza, Anne Keicher, et al.
Technology Knowledge and Learning (2018) Vol. 24, Iss. 3, pp. 501-518
Closed Access | Times Cited: 140
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
Evaluating Individual Students' Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes
Ronny Scherer, Trude Nilsen, Malte Jansen
Frontiers in Psychology (2016) Vol. 7
Open Access | Times Cited: 114
Connecting rural schools to quality education: Rural teachers’ use of digital educational resources
Jingxian Wang, Dineke E.H. Tigelaar, Wilfried Admiraal
Computers in Human Behavior (2019) Vol. 101, pp. 68-76
Closed Access | Times Cited: 112
The strategic influence of school principal leadership in the digital transformation of schools
Fermín Navaridas Nalda, Mónica Clavel San Emeterio, Rubén Fernández-Ortiz, et al.
Computers in Human Behavior (2020) Vol. 112, pp. 106481-106481
Closed Access | Times Cited: 104
Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers’ perspective
Stavros A. Nikou, Anastasios A. Economides
British Journal of Educational Technology (2018) Vol. 50, Iss. 2, pp. 587-600
Closed Access | Times Cited: 97
All the same or different? Revisiting measures of teachers' technology acceptance
Ronny Scherer, Fazilat Siddiq, Jo Tondeur
Computers & Education (2019) Vol. 143, pp. 103656-103656
Open Access | Times Cited: 80
Investigating the antecedents of university students’ perceived ease of using the Internet for learning
Fang Huang, Timothy Teo, Ronny Scherer
Interactive Learning Environments (2020) Vol. 30, Iss. 6, pp. 1060-1076
Closed Access | Times Cited: 80
Preschool Teachers’ Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model
Xiumin Hong, Mingzhu Zhang, Qianqian Liu
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 80
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