OOIR: Observatory of International Research

Papers

(The TQCC of Technology Pedagogy and Education is 8. 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
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
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
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