Ronny Scherer
Zitiert von
Zitiert von
The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education
R Scherer, F Siddiq, J Tondeur
Computers & Education 128, 13-35, 2019
Profiling teachers' readiness for online teaching and learning in higher education: Who's ready?
R Scherer, SK Howard, J Tondeur, F Siddiq
Computers in human behavior 118, 106675, 2021
Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement
J Tondeur, J van Braak, F Siddiq, R Scherer
Computers & Education 94, 134-150, 2016
Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes
M Jansen, R Scherer, U Schroeders
Contemporary Educational Psychology 41, 13-24, 2015
Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education
F Siddiq, R Scherer, J Tondeur
Computers & Education 92, 1-14, 2016
The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches
R Scherer, J Tondeur, F Siddiq, E Baran
Computers in Human Behavior 80, 67-80, 2018
Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning
R Scherer, F Siddiq, T Teo
Computers & Education 88, 202-214, 2015
Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education
J Tondeur, R Scherer, E Baran, F Siddiq, T Valtonen, E Sointu
British Journal of Educational Technology 50 (3), 1189-1209, 2019
The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test
A Rohatgi, R Scherer, OE Hatlevik
Computers & Education 102, 103-116, 2016
Taking a future perspective by learning from the past–A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy
F Siddiq, OE Hatlevik, RV Olsen, I Throndsen, R Scherer
Educational Research Review 19, 58-84, 2016
Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy
F Siddiq, R Scherer
Educational research review 27, 205-217, 2019
Teachers’ agency and online education in times of crisis
C Damşa, M Langford, D Uehara, R Scherer
Computers in Human Behavior 121, 106793, 2021
On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK …
R Scherer, J Tondeur, F Siddiq
Computers & Education 112, 1-17, 2017
A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!
J Tondeur, R Scherer, F Siddiq, E Baran
Australasian Journal of educational technology 33 (3), 2017
Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education
SK Howard, J Tondeur, F Siddiq, R Scherer
Technology, Pedagogy and Education 30 (1), 141-158, 2021
Unpacking teachers’ intentions to integrate technology: A meta-analysis
R Scherer, T Teo
Educational Research Review 27, 90-109, 2019
Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences
R Scherer, F Siddiq
Computers in Human Behavior 53, 48-57, 2015
The cognitive benefits of learning computer programming: A meta-analysis of transfer effects.
R Scherer, F Siddiq, B Sánchez Viveros
Journal of Educational Psychology 111 (5), 764, 2019
Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): A mixed-method study
J Tondeur, R Scherer, F Siddiq, E Baran
Educational Technology Research and Development 68, 319-343, 2020
The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis
R Scherer, F Siddiq
Computers & Education 138, 13-32, 2019
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