The roles of peer learning and professional learning in the quantity and quality of teachers’ perceived technology use
A process-and-product perspective
Bibliographic Data
| ID | 21490820 |
|---|---|
| Authors | Sheng‐Lun Cheng (0000-0003-2993-2031, National Taipei University of Technology, corresponding author), Nurul Annisa (0000-0002-3745-3375, National Taipei University of Technology), Sung-Chan Ku (0009-0003-9468-9784, National Taipei University of Technology), Jenny Chien (0009-0004-1714-3291, National Taipei University of Technology) |
| Year | 2025 |
| Volume | 40 |
| Issue | 4 |
| Publication date | 2025-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Psychology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0256-2928 • E-ISSN: 1878-5174 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10212-025-01035-4 |
| OpenAlex | W4416685185 |
| Language | EN |
| References cited | 72 |
Educational psychology · Educational technology · Perception · Professional development · Professional learning community · Educational Environments and Student Outcomes · Gender and Technology in Education · Teacher Education and Leadership Studies
Teacher pedagogical beliefs
Integrating technology into K-12 teaching and learning
The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration
Teacher value beliefs associated with using technology
The technology acceptance model (TAM)
Modelling technology acceptance in education
A review of research on the impact of professional learning communities on teaching practice and student learning
A Primer on Effective Professional Development
Teacher Technology Change
Cutoff criteria for fit indexes in covariance structure analysis
From expectancy-value theory to situated expectancy-value theory
Teachers’ Beliefs and Educational Research
Barriers and enablers to K-12 blended teaching
Teachers’ exposure to professional development and the quality of their instructional technology use
Process over product
School learning support for teacher technology integration from a self-determination theory perspective
The role of personal and contextual factors when investigating technology integration in general and vocational education
Enhancing teacher collaboration for technology integration
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors
The relation between in-service teachers' digital competence and personal and contextual factors
Variability of teachers’ technology integration in the classroom
A structural equation model for determinants of instructors’ educational ICT use in higher education in developing countries
What is “technology integration” and how is it measured in K-12 education? A systematic review of survey instruments from 2010 to 2021
Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education
The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers' technology adoption
Examining the multiplicative relationships between teachers’ competence, value and pedagogical beliefs about technology integration
Factors affecting technology integration in K-12 classrooms
Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms
The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
Understanding teacher technology integration from expectancy-value perspectives
Learning about and learning from expert teachers
| Highly cited | No |
|---|