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Technology, Pedagogy and Education Volume 26, 2017 - Issue 5
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We can, we know how. But do we want to? Teaching attitudes towards ICT based on the level of technology integration in schools

Mercedes González-SanmamedPedagogy and Didactics Department, University of A Coruña, A Coruña, SpainORCID Iconhttp://orcid.org/0000-0002-3410-6810
ORCID Icon,
Albert SangràUNESCO Chair in Education & Technology for Social Change, Open University of Catalonia, Barcelona, SpainCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-5144-9938
ORCID Icon &
Pablo-César Muñoz-CarrilDidactics and School Organisation Department, University of Santiago de Compostela, Lugo, SpainORCID Iconhttp://orcid.org/0000-0001-5417-8136
ORCID Icon
Pages 633-647 | Received 26 Jan 2015, Accepted 13 Dec 2016, Published online: 30 May 2017

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Rohullah Yousofi. (2022) Grammarly deployment (in)efficacy within EFL academic writing classrooms: an attitudinal report from Afghanistan. Cogent Education 9:1.
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Liina Adov, Margus Pedaste, Äli Leijen & Miia Rannikmäe. (2020) Does it have to be easy, useful, or do we need something else? STEM teachers’ attitudes towards mobile device use in teaching. Technology, Pedagogy and Education 29:4, pages 511-526.
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Articles from other publishers (16)

Blanka Klimova, Marcel Pikhart, Katerina Fronckova, Christina Sanchez-Stockhammer, Yulia Stukalina, Mikel Iruskieta, Kübra Okumuş Dağdeler, Eve Lejot, Antigoni Parmaxi, Rocío Bartolomé Rodríguez & Antonio Pareja-Lora. (2023) Analysis of Foreign Language Teachers´ Attitudes Towards Digital Teaching in the European Union Countries. Sustainable Multilingualism 23:1, pages 195-227.
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Quoc Hoa Tran-Duong. (2023) Integrating e-courseware into the classroom by primary school teachers: evidence from a developing country. Education and Information Technologies.
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Kateřina Chroustová, Andrej Šorgo, Martin Bílek & Martin Rusek. (2022) DIFFERENCES IN CHEMISTRY TEACHERS’ ACCEPTANCE OF EDUCATIONAL SOFTWARE ACCORDING TO THEIR USER TYPE: AN APPLICATION OF EXTENDED UTAUT MODEL. Journal of Baltic Science Education 21:5, pages 762-787.
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Dorit Alt. (2022) Professional and psychological precursors of instructional approaches used in distance learning during COVID-19. Current Psychology.
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Nipa Jun-on, Raweerote Suparatulatorn, Duangjan Kaewkongpan & Chanankarn Suwanreung. (2022) Enhancing Pre-service Mathematics Teachers' Technology Integrated Competency: Cooperative Initiation and Open Lesson Observation. International Journal of Information and Education Technology 12:12, pages 1363-1373.
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Yingxuan Zhu, Wantana Areeprayolkij, Jirapipat Thanyaphongphat & Khanita Tumphasuwan. (2021) Literature Review on Influencing Factors of University Teachers' Attitude toward Information and Communication Technology Competence. Literature Review on Influencing Factors of University Teachers' Attitude toward Information and Communication Technology Competence.
Pablo-César Muñoz-Carril, Nuria Hernández-Sellés, Eduardo-José Fuentes-Abeledo & Mercedes González-Sanmamed. (2021) Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning. Computers & Education 174, pages 104310.
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C. Lorraine Webb, Amy M. Barrios & Karen L. Kohler. 2021. Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning. Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning 583 603 .
Pinar Ayyildiz, Adem Yilmaz*Hasan Serif. (2021) Exploring Digital Literacy Levels and Technology Integration Competence of Turkish Academics. International Journal of Educational Methodology 7:1, pages 15-31.
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José-Antonio García-Martínez, Eduardo-José Fuentes-Abeledo & Eduardo-Rafael Rodríguez-Machado. (2020) Attitudes towards the Use of ICT in Costa Rican University Students: The Influence of Sex, Academic Performance, and Training in Technology. Sustainability 13:1, pages 282.
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Thirusellvan Vandeyar. (2020) A window to teachers’ ICT practices: Discerning between teaching and the complex science of pedagogy. Ensaio: Avaliação e Políticas Públicas em Educação 28:109, pages 982-1011.
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Cristina Mercader. (2020) Explanatory model of barriers to integration of digital technologies in higher education institutions. Education and Information Technologies 25:6, pages 5133-5147.
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Chia-Pin Kao, Ying-Tien Wu, Yu-Yu Chang, Hui-Min Chien & Tsai-Yun Mou. (2020) Understanding Web-Based Professional Development in Education: The Role of Attitudes and Self-efficacy in Predicting Teachers’ Technology-Teaching Integration. The Asia-Pacific Education Researcher 29:5, pages 405-415.
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Luis E. Alvarado, Rebeca R. Aragón & Francisco D. Bretones. (2020) Teachers’ Attitudes Towards the Introduction of ICT in Ecuadorian Public Schools. TechTrends 64:3, pages 498-505.
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Francisco D. Guillén-Gámez & María J. Mayorga-Fernández. (2020) Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression. Sustainability 12:4, pages 1312.
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Anubha Rohatgi, Jeppe Bundsgaard & Ove E. Hatlevik. 2020. Equity, Equality and Diversity in the Nordic Model of Education. Equity, Equality and Diversity in the Nordic Model of Education 139 172 .

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