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.
Technological Pedagogical Content Knowledge (TPACK) in Action
2011315 citationsJudi Harris, Mark HoferJournal of Research on Technology in Educationprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Mark Hofer'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 Mark Hofer with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Mark Hofer more than expected).
This network shows the impact of papers produced by Mark Hofer. 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 Mark Hofer. The network helps show where Mark Hofer may publish in the future.
Co-authorship network of co-authors of Mark Hofer
This figure shows the co-authorship network connecting the top 25 collaborators of Mark Hofer.
A scholar is included among the top collaborators of Mark Hofer 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 Mark Hofer. Mark Hofer is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Hofer, Mark & Judi Harris. (2019). Topics and Sequences in Experienced Teachers’ Instructional Planning: Addressing a ~30-Year Literature Gap. W&M Publish (College of William & Mary). 2443–2452.4 indexed citations
2.
Hofer, Mark, et al.. (2017). Navigating the Blended Learning Classroom: One Teacher’s Perspective on Designing and Delivering Blended Instruction. Society for Information Technology & Teacher Education International Conference. 1434–1442.
3.
Hofer, Mark & Judi Harris. (2016). Open Educational Resources (OERs) for TPACK Development. W&M Publish (College of William & Mary). 2016(1). 2872–2877.3 indexed citations
4.
Hofer, Mark & Kathy Swan. (2014). Technology and Disciplined Inquiry in the Social Studies. Contemporary issues in technology and teacher education. 14(1). 25–30.5 indexed citations
5.
Harris, Judi, et al.. (2013). Incorporating Knowledge of Students Systematically into TPACK-based Instruction: An Illustration. W&M Publish (College of William & Mary). 2013(1). 5054–5061.1 indexed citations
6.
Hofer, Mark & Judi Harris. (2012). TPACK Research with Inservice Teachers: Where’s the TCK?. W&M Publish (College of William & Mary). 2012(1). 4704–4709.14 indexed citations
7.
Harris, Judi, Neal Grandgenett, & Mark Hofer. (2012). Using Structured Interviews to Assess Experienced Teachers’ TPACK. Society for Information Technology & Teacher Education International Conference. 2012(1). 4696–4703.9 indexed citations
Harris, Judi, Neal Grandgenett, & Mark Hofer. (2010). Testing a TPACK-Based Technology Integration Assessment Rubric. W&M Publish (College of William & Mary). 2010(1). 3833–3840.146 indexed citations
10.
Swan, Kathy, et al.. (2010). The Production, Consumption and Distribution of Economic Podcasts. Social Education. 74(3). 148–151.1 indexed citations
11.
Harris, Judi & Mark Hofer. (2009). Grounded Tech Integration: An Effective Approach Based on Content, Pedagogy, and Teacher Planning.. W&M Publish (College of William & Mary). 37(2). 22–25.22 indexed citations
12.
Hofer, Mark, et al.. (2009). Trend Alert: A History Teacher's Guide to Using Podcasts in the Classroom.. Social Education. 73(2). 95–102.6 indexed citations
13.
Harris, Judi & Mark Hofer. (2009). Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development. W&M Publish (College of William & Mary). 2009(1). 4087–4095.121 indexed citations
14.
Stoddard, Jeremy, et al.. (2008). The "Starving Time" Wikinquiry: Using a Wiki to Foster Historical Inquiry. Social Education. 72(3). 144.2 indexed citations
15.
Hofer, Mark, et al.. (2007). Camera! Action! Collaborate with Digital Moviemaking. Social studies and the young learner. 19(4). 17–20.13 indexed citations
16.
Kinzie, Mable B., et al.. (2005). Instructional Uses of Instant Messaging (IM) During Classroom Lectures. Educational Technology & Society. 8(2). 150–160.31 indexed citations
17.
Hofer, Mark, et al.. (2005). Digital Moviemaking—The Harmonization of Technology, Pedagogy and Content. W&M Publish (College of William & Mary). 1(2). 102–110.36 indexed citations
18.
Hofer, Mark, et al.. (2004). Fulfilling the Need for a Technology Integration Specialist.. THE journal. 32(3). 34.20 indexed citations
19.
Bell, Randy L. & Mark Hofer. (2003). The Curry School of Education and Long-Term Commitment to Technology Integration. Contemporary issues in technology and teacher education. 3(1). 88–98.5 indexed citations
20.
Hofer, Mark, et al.. (2002). Preparing Pre-service teachers: How Far Should We Go?. Society for Information Technology & Teacher Education International Conference. 2002(1). 1338–1339.1 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.