Ayoub Kafyulilo

626 total citations
26 papers, 380 citations indexed

About

Ayoub Kafyulilo is a scholar working on Education, Gender Studies and Developmental and Educational Psychology. According to data from OpenAlex, Ayoub Kafyulilo has authored 26 papers receiving a total of 380 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 9 papers in Gender Studies and 8 papers in Developmental and Educational Psychology. Recurrent topics in Ayoub Kafyulilo's work include Education and Technology Integration (12 papers), Gender and Technology in Education (9 papers) and Innovative Teaching and Learning Methods (7 papers). Ayoub Kafyulilo is often cited by papers focused on Education and Technology Integration (12 papers), Gender and Technology in Education (9 papers) and Innovative Teaching and Learning Methods (7 papers). Ayoub Kafyulilo collaborates with scholars based in Tanzania, Netherlands and United States. Ayoub Kafyulilo's co-authors include Joke Voogt, Petra Fisser, Jules M. Pieters, Jared Keengwe, David Gibson, Seng Chee Tan, Michele Jacobsen, Douglas Darko Agyei, Denise A. Schmidt-Crawford and Charoula Angeli and has published in prestigious journals such as Education and Information Technologies, Australasian Journal of Educational Technology and Journal of Science Teacher Education.

In The Last Decade

Ayoub Kafyulilo

23 papers receiving 335 citations

Peers

Ayoub Kafyulilo

EDUCA

DEP

SPS

Michael J. Nelson United States

Sönmez Pamuk Türkiye

Gürkay Birinci Türkiye

Jo Shan Fu Taiwan

Wei Ying Lim Singapore

Max Longhurst United States

Eliana Brianza Switzerland

Kari Sormunen Finland

Kelly Shapley Slovakia

Rick Voithofer United States

Michael J. Nelson United States

Ayoub Kafyulilo

222 ×0.8

EDUCA

162 ×1.1

74 ×1.2

33 ×0.7

DEP

28 ×0.7

SPS

Citations per year, relative to Ayoub Kafyulilo Ayoub Kafyulilo (= 1×) peers Michael J. Nelson

Countries citing papers authored by Ayoub Kafyulilo

Since Specialization

Citations

This map shows the geographic impact of Ayoub Kafyulilo'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 Ayoub Kafyulilo with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ayoub Kafyulilo more than expected).

Fields of papers citing papers by Ayoub Kafyulilo

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ayoub Kafyulilo. 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 Ayoub Kafyulilo. The network helps show where Ayoub Kafyulilo may publish in the future.

Co-authorship network of co-authors of Ayoub Kafyulilo

This figure shows the co-authorship network connecting the top 25 collaborators of Ayoub Kafyulilo. A scholar is included among the top collaborators of Ayoub Kafyulilo 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 Ayoub Kafyulilo. Ayoub Kafyulilo 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

Prestridge, Sarah, Seng Chee Tan, Michele Jacobsen, et al.. (2024). Disconnected Connections of Learning Beyond Formal Schooling Through Human–Computer–Human Interactions. Technology Knowledge and Learning. 29(4). 1791–1807.

Kafyulilo, Ayoub, Joke Voogt, & Petra Fisser. (2020). 5Assessing The Pre-Service And In-Service Teachers’ Continuation Of Use Of Technology In Teaching After Participation In A Professional Development Arrangement. Solid State Technology. 8872–8888.

Kafyulilo, Ayoub. (2019). Learning Technology by Design: Experiences from In-service Science and Mathematics Teachers in Tanzania. 8(1). 4 indexed citations

Kafyulilo, Ayoub, Petra Fisser, Jules M. Pieters, & Joke Voogt. (2015). ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge. Australasian Journal of Educational Technology. 31(4). 81 indexed citations

Kafyulilo, Ayoub, Petra Fisser, & Joke Voogt. (2014). Determinants of the sustainability of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills. UvA-DARE (University of Amsterdam). 2014(1). 2130–2136. 6 indexed citations

Kafyulilo, Ayoub, Petra Fisser, & Joke Voogt. (2014). Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania. Education and Information Technologies. 21(2). 301–318. 30 indexed citations

Kafyulilo, Ayoub. (2013). Professional Development through Teacher Collaboration: An Approach to Enhance Teaching and Learning in Science and Mathematics in Tanzania. Africa Education Review. 10(4). 671–688. 23 indexed citations

Kafyulilo, Ayoub, Petra Fisser, & Joke Voogt. (2013). Factors determining pre-service and in-service teachers’ continuous use of technology after participation in professional development. University of Twente Research Information. 1 indexed citations

Kafyulilo, Ayoub, Petra Fisser, & Joke Voogt. (2013). TPACK development in teacher design teams: assessing the teachers’ perceived and observed knowledge. University of Twente Research Information. 2013(1). 4698–4703. 4 indexed citations

10.

Kafyulilo, Ayoub & Jared Keengwe. (2013). Teachers’ perspectives on their use of ICT in teaching and learning: A case study. Education and Information Technologies. 19(4). 913–923. 13 indexed citations

11.

Kafyulilo, Ayoub, Petra Fisser, & Joke Voogt. (2013). Supporting teachers’ collaboration in design teams to develop Technological Pedagogical Content Knowledge: the case of science teachers in Tanzania. University of Twente Research Information. 2013(1). 4692–4697. 3 indexed citations

12.

Kafyulilo, Ayoub. (2012). Collegiality in Teacher Design Teams: Experience from the Netherlands and Tanzania. 1(1). 1 indexed citations

13.

Fisser, Petra, Joke Voogt, Douglas Darko Agyei, et al.. (2012). Developing TPACK around the world: Probing the framework even as we apply it. University of Twente Research Information. 2012(1). 1129–1131. 1 indexed citations

14.

Kafyulilo, Ayoub. (2012). Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania. Education and Information Technologies. 19(1). 115–127. 67 indexed citations

15.

Kafyulilo, Ayoub. (2012). TPACK for Pre-service Science and Mathematics Teachers. 3 indexed citations

16.

Kafyulilo, Ayoub. (2012). THE RELEVANCE OF AUTHENTIC LEARNING ACTIVITIES IN DEVELOPING COMPETENCY AND CONFIDENCE OF INTEGRATING TECHNOLOGY IN TEACHING AMONG PRE-SERVICE TEACHERS IN TANZANIA. 5 indexed citations

17.

Kafyulilo, Ayoub, et al.. (2011). Implications of Childhood Overweight and Obesity on Learning Behaviour and Classroom Performance. SSRN Electronic Journal. 1 indexed citations

18.

Kafyulilo, Ayoub. (2011). Practical Use of ICT in Science and Mathematics Teachers' Training at DUCE. 2 indexed citations

19.

Kafyulilo, Ayoub, et al.. (2010). Prevalence of Overweight and Obesity Among Primary School Children in Tanzania: Experiences from Kinondoni and Njombe Districts. SSRN Electronic Journal. 3 indexed citations

20.

Kafyulilo, Ayoub. (2008). Prevalence and Implications of Overweight and Obesity in Children's Health and Learning Behavior: The Case of Kinondoni and Njombe Districts in Tanzania.. 1 indexed citations

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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