The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence
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Citations
Cites
Professional Growth Among Preservice and Beginning Teachers
Kagan, D. M. (1992) · Review of Educational Research · doi:10.3102/00346543062002129 · Cited by 1,960
Voogt, J., & Roblin, N. P. (2012) · Journal of Curriculum Studies · doi:10.1080/00220272.2012.668938 · Cited by 1,561
Factors Affecting Technology Uses in Schools: An Ecological Perspective
Zhao, Y., & Frank, K. A. (2003) · American Educational Research Journal · doi:10.3102/00028312040004807 · Cited by 947
Sang, G., Valcke, M., Braak, J. V., & Tondeur, J. (2010) · Computers & Education · doi:10.1016/j.compedu.2009.07.010 · Cited by 840
Self-citation
Cited by
Digital competences for teacher professional development. Systematic review
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1827389 · Cited by 435
Teachers' Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.920317 · Cited by 358
“As their beliefs define their pedagogical decisions on how to integrate technology within their instructional practices that support the teaching and learning needs of the twenty first century (Tondeur et al., 2017).”
BackgroundPhilipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019) · Educational Technology Research and Development · doi:10.1007/s11423-019-09645-8 · Cited by 391
Self-citationHennessy, S., D'Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022) · Computers and Education Open · doi:10.1016/j.caeo.2022.100080 · Cited by 327
Choi, S., Jang, Y., & Kim, H. (2023) · International Journal of Human–Computer Interaction · doi:10.1080/10447318.2022.2049145 · Cited by 294
Metadata
- Authors
- Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A.
- Venue
- Educational Technology Research and Development
- Published
- 2016-09-14
- Volume
- 65
- Issue
- 3
- Pages
- 555-575
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- OpenAlex
- W2520415148
- Cited by
- 1,131
- References
- 4
- FWCI
- 25.01
- Type
- journal article
- Language
- en
- Open access
- closed
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How to cite
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- CoChat. (2026). Citation check: Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. https://app.cochat.ai/papers/10.1007/s11423-016-9481-2
- The paper
- Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development. https://doi.org/10.1007/s11423-016-9481-2
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
