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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:

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

Showing 1-25 of 80 citing articles:

Reasons associated with preservice teachers’ intention to use immersive virtual reality in education
Matt Bower, Dorothy DeWitt, Jennifer W. M. Lai
British Journal of Educational Technology (2020) Vol. 51, Iss. 6, pp. 2215-2233
Closed Access | Times Cited: 139
Students’ adoption towards behavioral intention of digital learning platform
Noawanit Songkram, Suparoek Chootongchai, Hathaiphat Osuwan, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 9, pp. 11655-11677
Open Access | Times Cited: 48
Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate
Ali Raygan, Shahab Moradkhani
Computer Assisted Language Learning (2020) Vol. 35, Iss. 8, pp. 1789-1810
Closed Access | Times Cited: 100
The Continuous Intention to Use E-Learning, from Two Different Perspectives
Rana Saeed Al-Maroof, Khadija Alhumaid, Said A. Salloum
Education Sciences (2020) Vol. 11, Iss. 1, pp. 6-6
Open Access | Times Cited: 91
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: 90
Improving the reporting quality of reliability generalization meta‐analyses: The REGEMA checklist
Julio Sánchez‐Meca, Fulgencio Marín‐Martínez, José A López-López, et al.
Research Synthesis Methods (2021) Vol. 12, Iss. 4, pp. 516-536
Open Access | Times Cited: 78
Exploring the Critical Factors, the Online Learning Continuance Usage during COVID-19 Pandemic
Chuan-Yu Mo, Te-Hsin Hsieh, Chien‐Liang Lin, et al.
Sustainability (2021) Vol. 13, Iss. 10, pp. 5471-5471
Open Access | Times Cited: 69
Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey
Thi Diem Hang Khong, İsmail Çelik, Tinh Thanh Thi Le, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 5, pp. 5999-6026
Open Access | Times Cited: 55
“Development and validation of the ICAP Technology Scale to measure how teachers integrate technology into learning activities”
Chiara Antonietti, Maria-Luisa Schmitz, Tessa Consoli, et al.
Computers & Education (2022) Vol. 192, pp. 104648-104648
Open Access | Times Cited: 53
The HeDiCom framework: Higher Education teachers’ digital competencies for the future
Jo Tondeur, Sarah Howard, Manon Van Zanten, et al.
Educational Technology Research and Development (2023) Vol. 71, Iss. 1, pp. 33-53
Open Access | Times Cited: 30
Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective
Peijian Paul Sun, Bing Mei
Computer Assisted Language Learning (2020) Vol. 35, Iss. 4, pp. 816-839
Closed Access | Times Cited: 62
Rural teachers’ sharing of digital educational resources: From motivation to behavior
Jingxian Wang, Dineke E.H. Tigelaar, Wilfried Admiraal
Computers & Education (2020) Vol. 161, pp. 104055-104055
Open Access | Times Cited: 53
Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics
Evi Konstantinidou, Ronny Scherer
Computers & Education (2021) Vol. 179, pp. 104424-104424
Closed Access | Times Cited: 51
Adoption, use and enhancement of virtual learning during COVID-19
Munyaradzi Zhou, Canicio Dzingirai, Kudakwashe Hove, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 7, pp. 8939-8959
Open Access | Times Cited: 34
The relation between executive functions and math intelligence in preschool children: A systematic review and meta-analysis.
Valentin Emslander, Ronny Scherer
Psychological Bulletin (2022) Vol. 148, Iss. 5-6, pp. 337-369
Closed Access | Times Cited: 33
Drivers of technology adoption during the COVID-19 pandemic: The motivational role of psychological needs and emotions for pre-service teachers
Ferhan Şahin, Yusuf Levent Şahin
Social Psychology of Education (2022) Vol. 25, Iss. 2-3, pp. 567-592
Open Access | Times Cited: 32
Teaching with digital games: How intentions to adopt digital game‐based learning are related to personal characteristics of pre‐service teachers
Marco Rüth, Adrian Birke, Kai Kaspar
British Journal of Educational Technology (2022) Vol. 53, Iss. 5, pp. 1412-1429
Open Access | Times Cited: 31
Design, Development and Validation of an Educational Methodology Using Immersive Augmented Reality for STEAM Education
Santiago Delgado Rodríguez, Silvia Carrascal Domínguez, Rebeca García‐Fandiño
Journal of New Approaches in Educational Research (2023) Vol. 12, Iss. 1, pp. 19-39
Open Access | Times Cited: 19
Primary Teachers’ Challenges in Implementing ICT in Science, Technology, Engineering, and Mathematics (STEM) in the Post-Pandemic Era in Uganda
Israel Kibirige
Education Sciences (2023) Vol. 13, Iss. 4, pp. 382-382
Open Access | Times Cited: 17
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
What Can We Learn about Science Teachers’ Technology Use during the COVID-19 Pandemic?
Liina Adov, Mario Mäeots
Education Sciences (2021) Vol. 11, Iss. 6, pp. 255-255
Open Access | Times Cited: 35
Understanding elementary mathematics teachers’ intention to use a digital game through the technology acceptance model
Sheunghyun Yeo, Teomara Rutherford, Tye G. Campbell
Education and Information Technologies (2022) Vol. 27, Iss. 8, pp. 11515-11536
Closed Access | Times Cited: 26
Teachers’ trajectories of technology integration during participation in an online professional development program
Tim Fütterer, Iris Backfisch, Andreas Lachner
Zeitschrift für Erziehungswissenschaft (2024) Vol. 27, Iss. 3, pp. 769-801
Open Access | Times Cited: 4
How do vocational teachers use technology? The role of perceived digital competence and perceived usefulness in technology use across different teaching profiles
Alberto Cattáneo, Chiara Antonietti, Martina Rauseo
Vocations and Learning (2025) Vol. 18, Iss. 1
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
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