Anne Ottenbreit‐Leftwich

9.5k total citations · 6 hit papers
88 papers, 5.8k citations indexed

About

Anne Ottenbreit‐Leftwich is a scholar working on Education, Computer Science Applications and Gender Studies. According to data from OpenAlex, Anne Ottenbreit‐Leftwich has authored 88 papers receiving a total of 5.8k indexed citations (citations by other indexed papers that have themselves been cited), including 48 papers in Education, 40 papers in Computer Science Applications and 34 papers in Gender Studies. Recurrent topics in Anne Ottenbreit‐Leftwich's work include Teaching and Learning Programming (39 papers), Gender and Technology in Education (34 papers) and Education and Technology Integration (21 papers). Anne Ottenbreit‐Leftwich is often cited by papers focused on Teaching and Learning Programming (39 papers), Gender and Technology in Education (34 papers) and Education and Technology Integration (21 papers). Anne Ottenbreit‐Leftwich collaborates with scholars based in United States, Netherlands and Germany. Anne Ottenbreit‐Leftwich's co-authors include Peggy A. Ertmer, Olgun Sadık, Jo Tondeur, Johan van Braak, Emine Şendurur, Polat Şendurur, Krista Glazewski, Timothy J. Newby, Joke Voogt and Petra Fisser and has published in prestigious journals such as SHILAP Revista de lepidopterología, Communications of the ACM and Computers & Education.

In The Last Decade

Anne Ottenbreit‐Leftwich

78 papers receiving 5.2k citations

Hit Papers

5 papers align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Teacher Technology Change

2010 1.3k citations Peggy A. Ertmer, Anne Ottenbreit‐Leftwich Journal of Research on Technology in Education profile →
Teacher beliefs and technology integration practices: A critical relationship

2012 1.3k citations Peggy A. Ertmer, Anne Ottenbreit‐Leftwich et al. profile →
Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence

2011 637 citations Joke Voogt, Anne Ottenbreit‐Leftwich et al. profile →
Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

2016 607 citations Peggy A. Ertmer, Anne Ottenbreit‐Leftwich et al. profile →
Teacher value beliefs associated with using technology: Addressing professional and student needs

2010 449 citations Anne Ottenbreit‐Leftwich, Krista Glazewski et al. profile →
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning

2012 265 citations Peggy A. Ertmer, Anne Ottenbreit‐Leftwich profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Anne Ottenbreit‐Leftwich United States	23	4.1k	2.0k	1.4k	921	895	88	5.8k
Joyce Hwee Ling Koh Singapore	37	3.8k 0.9×	1.6k 0.8×	698 0.5×	1.3k 1.4×	1.4k 1.6×	75	5.5k
Thomas Brush United States	25	3.1k 0.8×	907 0.4×	572 0.4×	1.2k 1.3×	618 0.7×	103	4.3k
Fazilat Siddiq Norway	25	2.4k 0.6×	1.9k 0.9×	855 0.6×	415 0.5×	740 0.8×	44	4.3k
Evrim Baran United States	24	2.9k 0.7×	1.3k 0.6×	469 0.3×	608 0.7×	515 0.6×	69	3.8k
Gerald Knezek United States	31	2.2k 0.5×	1.1k 0.5×	637 0.5×	653 0.7×	429 0.5×	197	3.5k
Stamatios Papadakis Greece	49	3.1k 0.8×	2.2k 1.1×	296 0.2×	1.2k 1.3×	1.3k 1.5×	125	5.7k
Robin Kay Canada	31	2.4k 0.6×	774 0.4×	578 0.4×	585 0.6×	688 0.8×	143	3.6k
Cher Ping Lim Hong Kong	32	2.1k 0.5×	766 0.4×	439 0.3×	789 0.9×	459 0.5×	126	3.0k
Albert D. Ritzhaupt United States	31	2.0k 0.5×	755 0.4×	361 0.3×	690 0.7×	716 0.8×	122	3.2k
Michail Kalogiannakis Greece	37	2.4k 0.6×	1.7k 0.8×	234 0.2×	955 1.0×	951 1.1×	135	4.0k

Countries citing papers authored by Anne Ottenbreit‐Leftwich

Since Specialization

Citations

This map shows the geographic impact of Anne Ottenbreit‐Leftwich's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Anne Ottenbreit‐Leftwich with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Anne Ottenbreit‐Leftwich more than expected).

Fields of papers citing papers by Anne Ottenbreit‐Leftwich

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Anne Ottenbreit‐Leftwich. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Anne Ottenbreit‐Leftwich. The network helps show where Anne Ottenbreit‐Leftwich may publish in the future.

Co-authorship network of co-authors of Anne Ottenbreit‐Leftwich

This figure shows the co-authorship network connecting the top 25 collaborators of Anne Ottenbreit‐Leftwich. A scholar is included among the top collaborators of Anne Ottenbreit‐Leftwich based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Anne Ottenbreit‐Leftwich. Anne Ottenbreit‐Leftwich is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Lee, Seung, Bradford Mott, Krista Glazewski, et al.. (2024). Supporting Upper Elementary Students in Learning AI Concepts with Story-Driven Game-Based Learning. Proceedings of the AAAI Conference on Artificial Intelligence. 38(21). 23092–23100. 1 indexed citations

Ottenbreit‐Leftwich, Anne, Cindy E. Hmelo‐Silver, Krista Glazewski, et al.. (2024). Inquiry-based Artificial Intelligence Curriculum for Upper Elementary Students: A Design Case of PrimaryAI. Indiana Magazine of History (Indiana University). 15(3). 94–108. 1 indexed citations

Tank, Kristina, et al.. (2024). Pathways to inclusive early childhood computational thinking education: unveiling young students’ strategies with multiple representations. Journal of Research on Technology in Education. 57(1). 2–25. 1 indexed citations

Kwon, Kyungbin, et al.. (2024). Exploring AIFORGOOD Summer Camp Curriculum to Foster Middle School Students' Understanding of Artificial Intelligence. 1710–1711. 3 indexed citations

Ottenbreit‐Leftwich, Anne, et al.. (2024). Voices of Elementary Computer Science Teachers: Computer Science Integration Rationales and Practices. ACM Transactions on Computing Education. 24(4). 1–26.

Ottenbreit‐Leftwich, Anne, et al.. (2023). Case-Based Learning: Consider and Reflect Teaching Practices through Teacher Moments. TechTrends. 67(6). 903–917. 1 indexed citations

Kim, Keunjae, et al.. (2023). Exploring middle school students’ common naive conceptions of Artificial Intelligence concepts, and the evolution of these ideas. Education and Information Technologies. 28(8). 9827–9854. 49 indexed citations

Mott, Bradford, Krista Glazewski, Anne Ottenbreit‐Leftwich, et al.. (2023). Fostering Upper Elementary AI Education: Iteratively Refining a Use-Modify-Create Scaffolding Progression for AI Planning. 647–647. 1 indexed citations

Ottenbreit‐Leftwich, Anne, Krista Glazewski, Cindy E. Hmelo‐Silver, et al.. (2022). Lessons Learned for AI Education with Elementary Students and Teachers. International Journal of Artificial Intelligence in Education. 33(2). 267–289. 48 indexed citations

10.

Ottenbreit‐Leftwich, Anne, et al.. (2022). Building a gender-inclusive secondary computer science program: teacher led and stakeholder supported. Computer Science Education. 33(1). 117–138. 6 indexed citations

11.

Ottenbreit‐Leftwich, Anne, Krista Glazewski, Cindy E. Hmelo‐Silver, et al.. (2022). Is Elementary AI Education Possible?. 1364–1364. 1 indexed citations

12.

Ottenbreit‐Leftwich, Anne, et al.. (2022). Defining computer science teacher qualification pathways. Policy Futures in Education. 6 indexed citations

13.

Kwon, Kyungbin, et al.. (2021). Computational thinking practices: Lessons learned from a problem-based curriculum in primary education. Journal of Research on Technology in Education. 55(4). 590–607. 6 indexed citations

14.

Ottenbreit‐Leftwich, Anne, et al.. (2021). How Can We Support Online Learning for Elementary Students? Perceptions and Experiences of Award-Winning K-6 Teachers. TechTrends. 65(6). 939–951. 20 indexed citations

15.

Jung, Jiyoon, et al.. (2020). Is Digital Inequality a Part of Preservice Teachers’ Reasoning About Technology Integration Decisions?. American Behavioral Scientist. 64(7). 994–1011. 11 indexed citations

16.

Ottenbreit‐Leftwich, Anne, et al.. (2020). (How) Do They Bring Computer Science to Everyone? Pre-Service Computer Science Teacher Programs in Germany and in the USA. Society for Information Technology & Teacher Education International Conference. 647–653. 1 indexed citations

17.

Lee, Dabae, et al.. (2020). A Sociological View on Designing a Sustainable Online Community for K–12 Teachers: A Systematic Review. Sustainability. 12(22). 9742–9742. 8 indexed citations

18.

Ottenbreit‐Leftwich, Anne, et al.. (2018). K-12 Technology Leaders: Reported Practices of Technology Professional Development Planning, Implementation, and Evaluation.. IUScholarWorks Open (Indiana University). 18(4). 722–748. 5 indexed citations

19.

Voogt, Joke, Birgit Eickelmann, Aman Yadav, et al.. (2018). Learning and Teaching Computational Thinking – Challenges for Teacher Education. PUB – Publications at Bielefeld University (Bielefeld University). 57–60. 3 indexed citations

20.

Ertmer, Peggy A. & Anne Ottenbreit‐Leftwich. (2010). Teacher Technology Change. Journal of Research on Technology in Education. 42(3). 255–284. 1327 indexed citations breakdown →

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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