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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.

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Showing 1-25 of 158 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
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
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
Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model
Mirjam Schmid, Eliana Brianza, Dominik Petko
Computers & Education (2020) Vol. 157, pp. 103967-103967
Open Access | Times Cited: 218
Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends
Sabine Seufert, Josef Guggemos, Michael Sailer
Computers in Human Behavior (2020) Vol. 115, pp. 106552-106552
Open Access | Times Cited: 217
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
Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study
Jo Tondeur, Ronny Scherer, Fazilat Siddiq, et al.
Educational Technology Research and Development (2019) Vol. 68, Iss. 1, pp. 319-343
Closed Access | Times Cited: 168
Understanding teaching professionals' digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge?
Raija Hämäläinen, Kari Nissinen, Joonas Mannonen, et al.
Computers in Human Behavior (2020) Vol. 117, pp. 106672-106672
Open Access | Times Cited: 166
Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans
Iris Backfisch, Andreas Lachner, Christoff Hische, et al.
Learning and Instruction (2019) Vol. 66, pp. 101300-101300
Open Access | Times Cited: 158
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
Mediating factors that influence the technology integration practices of teacher educators
Michael J. Nelson, Rick Voithofer, Sheng‐Lun Cheng
Computers & Education (2018) Vol. 128, pp. 330-344
Closed Access | Times Cited: 154
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
Measuring technological pedagogical content knowledge (TPACK) through performance assessment
Didem Akyüz
Computers & Education (2018) Vol. 125, pp. 212-225
Closed 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
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
The role of TPACK in affecting pre-service language teachers’ ICT integration during teaching practices: Indonesian context
Akhmad Habibi, Farrah Dina Yusop, Rafiza Abdul Razak
Education and Information Technologies (2019) Vol. 25, Iss. 3, pp. 1929-1949
Closed Access | Times Cited: 131
Technology-related teaching skills and attitudes: Validation of a scenario-based self-assessment instrument for teachers
Michael Sailer, Matthias Stadler, Florian Schultz-Pernice, et al.
Computers in Human Behavior (2020) Vol. 115, pp. 106625-106625
Open Access | Times Cited: 118
A test-based approach of Modeling and Measuring Technological Pedagogical Knowledge
Andreas Lachner, Iris Backfisch, Kathleen Stürmer
Computers & Education (2019) Vol. 142, pp. 103645-103645
Closed Access | Times Cited: 93
Teaching with and teaching about technology – Evidence for professional development of in-service teachers
Josef Guggemos, Sabine Seufert
Computers in Human Behavior (2020) Vol. 115, pp. 106613-106613
Open Access | Times Cited: 91
Self-reported TPACK of teacher educators across six countries in Asia and Europe
Jérémy Castéra, Claire Coiffard Marre, Margaret Kit Yok Chan, et al.
Education and Information Technologies (2020) Vol. 25, Iss. 4, pp. 3003-3019
Open Access | Times Cited: 74
The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)
Julio Cabero Almenara, Julio Barroso Osuna, Juan Jesús Gutiérrez Castillo, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 5, pp. 2552-2552
Open Access | Times Cited: 65
Does teacher’s data literacy and digital teaching competence influence empowering students in the classroom? Evidence from China
Ruyi Lin, Junfeng Yang, Feng Jiang, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 3, pp. 2845-2867
Open Access | Times Cited: 38
Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers’ digital competence-related beliefs in empowering learners
Isabell Runge, Rebecca Lazarides, Charlott Rubach, et al.
Computers & Education (2023) Vol. 198, pp. 104761-104761
Open Access | Times Cited: 34
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
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