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.
The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education
20181.1k citationsJo Tondeur et al.Computers & Educationprofile →
Technological pedagogical content knowledge – a review of the literature
2012661 citationsJoke Voogt, Petra Fisser et al.Journal of Computer Assisted Learningprofile →
Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence
2011637 citationsJo Tondeur, Johan van Braak et al.Computers & Educationprofile →
Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence
2016607 citationsJo Tondeur, Johan van Braak et al.profile →
Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology
2009578 citationsMartín Valcke, Johan van Braak et al.Computers & Educationprofile →
The impact of primary school teachers’ educational beliefs on the classroom use of computers
2008467 citationsJo Tondeur, Johan van Braak et al.Computers & Educationprofile →
Profiling teachers' readiness for online teaching and learning in higher education: Who's ready?
2020303 citationsSarah Howard, Jo Tondeur et al.profile →
A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies
2018220 citationsJo Tondeur, Sarah Prestridge et al.Computers & Educationprofile →
Preparing beginning teachers for technology integration in education: ready for take-off?
2016213 citationsJo Tondeur, Natalie Pareja Roblin et al.Technology Pedagogy and Educationprofile →
Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education
2019198 citationsJo Tondeur, Teemu Valtonen et al.profile →
The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches
This map shows the geographic impact of Jo Tondeur'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 Jo Tondeur with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jo Tondeur more than expected).
This network shows the impact of papers produced by Jo Tondeur. 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 Jo Tondeur. The network helps show where Jo Tondeur may publish in the future.
Co-authorship network of co-authors of Jo Tondeur
This figure shows the co-authorship network connecting the top 25 collaborators of Jo Tondeur.
A scholar is included among the top collaborators of Jo Tondeur 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 Jo Tondeur. Jo Tondeur is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Bruggeman, Bram, Jo Tondeur, Katrien Struyven, et al.. (2020). Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education. 48. 100772–100772.160 indexed citations breakdown →
Vanslambrouck, Silke, Chang Zhu, Koen Lombaerts, Bram Pynoo, & Jo Tondeur. (2017). Adult learner characteristics as predictors of performance, satisfaction and intent-to persist in online and blended environments. Ghent University Academic Bibliography (Ghent University).
Tondeur, Jo, et al.. (2016). Responding to challenges in teacher professional development for ICT integration in education. Educational Technology & Society. 19(3). 110–120.77 indexed citations
12.
Voogt, Joke, Petra Fisser, Jo Tondeur, & Johan van Braak. (2016). Using theoretical perspectives in developing understanding of TPACK. UvA-DARE (University of Amsterdam). 33–52.6 indexed citations
13.
Tondeur, Jo, et al.. (2015). De ontwikkeling van teacher design teams: anders denken en anders doen. Ghent University Academic Bibliography (Ghent University).2 indexed citations
14.
Tondeur, Jo, et al.. (2015). Condities voor de succesvolle implementatie van leergemeenschappen: de casus van Teacher educator Design Teams voor ICT-integratie. Ghent University Academic Bibliography (Ghent University).3 indexed citations
15.
Fisser, Petra, Joshua M. Rosenberg, Matthew J. Koehler, et al.. (2015). Technological Pedagogical Content Knowledge (TPACK): Revision and Rethinking. Society for Information Technology & Teacher Education International Conference. 2015(1). 907–911.
16.
Tondeur, Jo, et al.. (2015). Exploring teacher educators and student teacher's adoption of didactical strategies in the Initial Teacher Education (ITE) programmes in Pakistan. Ghent University Academic Bibliography (Ghent University).1 indexed citations
17.
Tondeur, Jo, Natalie Pareja Roblin, Johan van Braak, & Joke Voogt. (2014). Van de lerarenopleiding tot de onderwijspraktijk: een follow-up studie naar strategieën om leraren voor te bereiden op educatief ICT-gebruik. UvA-DARE (University of Amsterdam).2 indexed citations
18.
Lim, Cher Ping, Yong Zhao, Jo Tondeur, Ching Sing Chai, & Chin‐Chung Tsai. (2013). Bridging the Gap: Technology Trends and Use of Technology in Schools. Educational Technology & Society. 16(2). 59–68.113 indexed citations
19.
Tondeur, Jo, Johan van Braak, & Martín Valcke. (2010). De invloed van leraar- en schoolkenmerken op het gebruik van ict in het lager onderwijs. SHILAP Revista de lepidopterología.2 indexed citations
20.
Braak, Johan van, et al.. (2010). MICTIVO, een ICT-monitor voor het Vlaamse onderwijs: ontwikkeling en eerste resultaten. Lirias (KU Leuven).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.