Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

2016/09/14 by Jo Tondeur, Johan van Braak, Peggy A. Ertmer +2 · 1 voice · 9 citations
Social Sciences · #Education and Technology Integration #Gender and Technology in Education #Online and Blended Learning

paper · doi:10.1007/s11423-016-9481-2

openalex publication_date 2016/09/14 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01

Citations

• Handbook of Research on Teacher Education

Cited by

• Technology-mediated online EMI professional development: Developing faculty self-efficacy and teaching practice through the community of inquiry framework
• Factors Influencing University Teachers’ Technological Integration
• Análisis de los diálogos con ChatGPT del profesorado en formación durante el diseño de actividades didácticas de Química
• Improving teacher professional development for online and blended learning: a systematic meta-aggregative review
• Revisiting TPACK: A Critical Review and Contextual Extension for the Digital Age
• Teachers’ role in digitalizing education: an umbrella review
• Critical thinking awareness as a key to teacher self-efficacy in the age of artificial intelligence
• Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education
• Enseñar con Inteligencia Artificial: grado de aceptación de la IA educativa en el ámbito universitario latinoamericano,2,3

Discussions

• Un clásico: 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 system [bsky, 2 points, 0 comments]