OOIR: Observatory of International Research

Papers

(The median citation count of Technology Pedagogy and Education is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-03-01 to 2024-03-01.)

Article	Citations
Virtual, augmented and mixed reality in K–12 education: a review of the literature	149
High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy	119
Technology-enabled remote learning during Covid-19: perspectives of Australian teachers, students and parents	88
The educational response to Covid-19 across two countries: a critical examination of initial digital pedagogy adoption	81
Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education	77
E-inclusion: online special education in Italy during the Covid-19 pandemic	69
The Covid-19 epidemic: teachers’ responses to school closure in developing countries	63
‘It is no longer scary’: digital learning before and during the Covid-19 pandemic in Irish secondary schools	48
Teachers’ perspective on school development at German vocational schools during the Covid-19 pandemic	44
Distance learning in Kazakhstan: estimating parents’ satisfaction of educational quality during the coronavirus	39
Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic	37
Analysis of the implementation of teaching and learning processes at Catalan schools during the Covid-19 lockdown	35
Effects of mobile learning technologies and social media tools on student engagement and learning outcomes of English learning	34
Does it have to be easy, useful, or do we need something else? STEM teachers’ attitudes towards mobile device use in teaching	28
The distance education process in K–12 schools during the pandemic period: evaluation of implementations in Turkey from the student perspective	27
The effect of using augmented reality and sensing technology to teach magnetism in high school physics	25
Kahoot! Using a game-based approach to blended learning to support effective learning environments and student engagement in traditional lecture theatres	24
Are we ready for virtual reality in K–12 classrooms?	22
An investigation into the role of course satisfaction on students’ engagement and motivation in a mobile‐assisted learning management system flipped classroom	21
Making online learning more satisfying: the effects of online-learning self-efficacy, social presence and content structure	19
Understanding the influence of context in technology integration from teacher educators’ perspective	15
Teaching with learning analytics:how to connect computer-based assessment data with classroom instruction?	14
Reflection for action: designing tools to support teacher reflection on everyday evidence	14
Insights into variation in teachers’ pedagogical relationship with ICT: a phenomenographic exploration in the Pakistani higher education context	14
Perceived convenience, usefulness, effectiveness and user acceptance of information technology: evaluating students’ experiences of a Learning Management System	13

A blended design of game-based learning for motivation, knowledge sharing and critical thinking enhancement	12
Exploring pre-service teachers’ justifications for one-to-one technology use in schools: implications for initial teacher education	12
Assessing digital maturity of schools: framework and instrument	11
Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms	11
Connecting digital elements with physical learning contexts: an educational escape-the-room game for supporting learning in young children	10
Interrelationship between levels of digital competences and Technological, Pedagogical and Content Knowledge (TPACK): a preliminary study with Polish academic teachers	10
Teacher anxiety and technology change: a review of the literature	10
Enhancing EFL learners’ intracultural development as cultural communicators through YouTube video-making	10
How to flip the classroom in school students’ mathematics learning: bridging in- and out-of-class activities via innovative strategies	10
Mobile learning-technology barriers in school education: teachers’ views	10
Lecture capture as an element of the digital resource landscape - a qualitative study of flipped and non–flipped classrooms	9
Rethinking the use of Multi-User Virtual Environments in education	9
The effects of a learning analytics dashboard on teachers’ diagnosis and intervention in computer-supported collaborative learning	9
Analysing student engagement with 360-degree videos through multimodal data analytics and user annotations	8
Learning management systems and their impact on academic work	8
Incorporating digital multimodal composing through collaborative action research: challenges and coping strategies	8
Technology adoption in architectural design studios for educational activities	8
Forbidden fruit? Student views on the use of tablet PCs in education	8
Continuous mobile devices usage tendency in the TPACK-based classroom and academic performance of university students	8
Competency profile on the use of ICT resources by Spanish music teachers: descriptive and inferential analyses with logistic regression to detect significant predictors	8
Does technology flatten authenticity? Exploring the use of digital storytelling as a learning tool in mental health nurse education	7
Implementing a maker culture in elementary school – students’ perspectives	7
E-portfolios in teaching, learning and assessment: tensions in theory and praxis	7
Visions of blended learning: identifying the challenges and opportunities in shaping institutional approaches to blended learning in higher education	7
Using micro-lectures in small private online courses: what do we learn from students’ behavioural intentions?	7
Teacher educator experiences of iPad integration in pre-service teacher education: successes and challenges	7
Teacher educators’ perspectives and practices towards the Technology Education Technology Competencies (TETCs)	7
Teaching with technology: a lesson from social participation in an online learning community	6
Design of gamified asynchronous online discussions	6
‘None of my other teachers know my face/emotions/thoughts’: digital technology and democratic assessment practices in higher education physical education	6
Probing the structural relationships between teachers’ beliefs about game-based teaching and their perceptions of technological pedagogical and content knowledge of games	6
From policy to practice: integrating ICT in Chinese rural schools	6
Comparing a digital and a non-digital embodied learning intervention in geometry: can technology facilitate?	6
The happy association of game and gamification: the use and evaluation of game elements with game-based activities	6
Developing twenty-first-century skills in out-of-school education: the Bridge21 Transition Year programme	5
Searching to improve learning from complex animated basketball scenes: when decreasing the presentation speed is more efficient than using segmentation	5
Exploring teachers’ readiness and beliefs about emergency remote teaching in the midst of the COVID-19 pandemic	5
Development of soft skills competencies through the use of FLIGBY	5
Minecraft: three-dimensional construction workshop for improvement of creativity	5
The validation of the Teachers’ Goal Orientations for Professional Learning Scale (TGOPLS) on information technology	4
A teacher perspective on using a hybrid virtual classroom for students with a chronic illness in mainstream primary and secondary schools	4
Using online student interactions to predict performance in a first-year computing science course	4
Reciprocal causation and the effect of environmental determinants upon the technology beliefs and practice of career-change pre-service teachers	4
Digitally recorded assessment feedback in a secondary school context: student engagement, perception and impact	4
YouTube in the secondary classroom: how teachers use instructional videos in mainstream classrooms	4
Posting messages and acquiring knowledge in collaborative online tasks	4
Communities, networks and ICT professional development across schools in close physical proximity	4
Using technology to promote student learning? An analysis of pre- and in-service teachers’ lesson plans	4
ETAS: an instrument for measuring attitudes towards learning English with technology	4
‘Maybe it’s the environment you grow up in?’ Australian primary school students’ reflections on their school-based digital literacy	4

TPACK-L: teachers’ pedagogical design thinking for the wise integration of technology	4
Learning ecology of music teachers’ TPACK	3
Preservice teachers’ dispositions for technology integration: common profiles in different contexts across Europe	3
Using information problem-solving activities to teach: an exploratory study designed to improve teacher competencies related to internet use in the classroom	3
Evaluating a learning trail for academic integrity development in higher education using bilingual text mining	3
Improving accessibility and inclusiveness of university websites for international students: a mixed-methods usability assessment	3
Effects of an online sharing and feedback programme on preservice teachers’ practical knowledge, learning preferences and satisfaction	3
The role of blended learning for community cohesion: lessons from Northern Ireland	3
Reducing students’ ‘absent presenteeism’ and mobile misbehaviour in class: an empirical study of teacher perspectives and practices	3
The impact of flow, satisfaction and reputation on loyalty to MOOCs: the moderating role of extrinsic motivation	3
Teaching digital literacy: are teachers’ perspectives consistent with actual pedagogy?	3
The impact of teaching in a one-to-one computing classroom on teachers’ work outside the classroom	3
Classroom data collection for teachers’ data-informed practice	3
Relevance of pre-service teacher training to use ICT for the actual use in classrooms – focus on German secondary schools	3