W.J. Pelgrum

2.8k total citations · 1 hit paper
45 papers, 1.7k citations indexed

About

W.J. Pelgrum is a scholar working on Education, Gender Studies and Information Systems. According to data from OpenAlex, W.J. Pelgrum has authored 45 papers receiving a total of 1.7k indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 13 papers in Gender Studies and 6 papers in Information Systems. Recurrent topics in W.J. Pelgrum's work include Education and Technology Integration (14 papers), Gender and Technology in Education (13 papers) and Online and Blended Learning (11 papers). W.J. Pelgrum is often cited by papers focused on Education and Technology Integration (14 papers), Gender and Technology in Education (13 papers) and Online and Blended Learning (11 papers). W.J. Pelgrum collaborates with scholars based in Netherlands and Hong Kong. W.J. Pelgrum's co-authors include Tjeerd Plomp, Nancy Law, Ronald E. Anderson, Jaap Scheerens, Joke Voogt, Nwy Law, Theo J. H. M. Eggen, Kwok‐Wing Lai, Betty Collis and Gerald Knezek and has published in prestigious journals such as Computers & Education, Educational Technology Research and Development and Education and Information Technologies.

In The Last Decade

W.J. Pelgrum

41 papers receiving 1.2k citations

Hit 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.

Obstacles to the integration of ICT in education: results from a worldwide educational assessment

2001 761 citations W.J. Pelgrum Computers & Education profile →

Peers

W.J. Pelgrum

EDUCA

IS

GS

SPS

DEP

Deborah L. Lowther United States

Damian Bebell United States

Koen Aesaert Belgium

Liisa Ilomäki Finland

Rhonda Christensen United States

Martina R.M. Meelissen Netherlands

Sarah Prestridge Australia

Els Kuiper Netherlands

Harold Wenglinsky United States

Kamariah Abu Bakar Malaysia

Deborah L. Lowther United States

W.J. Pelgrum

1.3k ×1.0

EDUCA

560 ×0.9

IS

447 ×0.8

GS

197 ×1.0

SPS

222 ×1.3

DEP

Citations per year, relative to W.J. Pelgrum W.J. Pelgrum (= 1×) peers Deborah L. Lowther

Countries citing papers authored by W.J. Pelgrum

Since Specialization

Citations

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

Fields of papers citing papers by W.J. Pelgrum

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by W.J. Pelgrum. 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 W.J. Pelgrum. The network helps show where W.J. Pelgrum may publish in the future.

Co-authorship network of co-authors of W.J. Pelgrum

This figure shows the co-authorship network connecting the top 25 collaborators of W.J. Pelgrum. A scholar is included among the top collaborators of W.J. Pelgrum 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 W.J. Pelgrum. W.J. Pelgrum is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Collis, Betty, et al.. (2013). Children and Computers in School. 5 indexed citations

2.

Pelgrum, W.J. & Joke Voogt. (2009). School and teacher factors associated with frequency of ICT use by mathematics teachers: Country comparisons. Education and Information Technologies. 14(4). 293–308. 19 indexed citations

3.

Plomp, Tjeerd, W.J. Pelgrum, & Nwy Law. (2007). SITES2006–International comparative survey of pedagogical practices and ICT in education. Education and Information Technologies. 12(2). 83–92. 36 indexed citations

4.

Pelgrum, W.J.. (2002). Teachers, teacher policies and ICT. University of Twente Research Information.

5.

Pelgrum, W.J.. (2001). Indicators of ICT in mathematics: Status and covariation with achievement measures. University of Twente Research Information. 5 indexed citations

6.

Pelgrum, W.J.. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education. 37(2). 163–178. 761 indexed citations breakdown →

7.

Pelgrum, W.J., et al.. (2001). Learning through the Web: A literature study on the potential uses of the Web for student learning. Data Archiving and Networked Services (DANS). 6 indexed citations

8.

Pelgrum, W.J. & Joke Voogt. (2000). Information and communication technology (ICT) in lower secondary schools in Bulgaria, the Czech Republic, Hungary, Lithuania, and the Russian Federation. Educational Technology Research and Development. 48(3). 111–121. 5 indexed citations

9.

Plomp, Tjeerd, et al.. (1997). New approaches for teaching, learning and using information and communication technologies in education. Prospects. 27(3). 427–443. 4 indexed citations

10.

Pelgrum, W.J. & Tjeerd Plomp. (1996). Information technology and children from a global perspective. 23–42. 5 indexed citations

11.

Plomp, Tjeerd & W.J. Pelgrum. (1996). World-wide information and communication technology (ICT) in education study (ICT-2000+). University of Twente Research Information. 1 indexed citations

12.

Pelgrum, W.J. & Tjeerd Plomp. (1993). The IEA study of computers in education: implementation of an innovation in 21 education systems. Data Archiving and Networked Services (DANS). 56 indexed citations

13.

Pelgrum, W.J.. (1993). Schools, Teachers, Students and Computers: A Cross-National Perspective. IEA-Comped Study Stage 2.. 12 indexed citations

14.

Pelgrum, W.J. & Tjeerd Plomp. (1993). The Worldwide use of computers: A description of main trends. Computers & Education. 20(4). 323–332. 12 indexed citations

15.

Pelgrum, W.J.. (1993). Attitudes of school principals and teachers towards computers: Does it matter what they think?. Studies In Educational Evaluation. 19(2). 199–212. 24 indexed citations

16.

Pelgrum, W.J. & Tjeerd Plomp. (1992). Results of the second international science study in the Netherlands. International Journal of Educational Research. 17. 363–375. 1 indexed citations

17.

Plomp, Tjeerd & W.J. Pelgrum. (1991). Introduction of computers in education: State of the art in eight countries. Computers & Education. 17(3). 249–258. 23 indexed citations

18.

Pelgrum, W.J., et al.. (1990). Computers in het onderwijs : stand van zaken anno 1989 op basis van een nationale survey uitgevoerd in het kader van het IEA onderzoek "Computers in Education" betreffende de onderwijssectoren: BO, VO, MBO (OPSTAP-reeks; nr.9). 1 indexed citations

19.

Plomp, Tjeerd, et al.. (1990). Influence of computer use on schools' curriculum: Limited integration. Computers & Education. 14(2). 159–171. 16 indexed citations

20.

Eggen, Theo J. H. M., W.J. Pelgrum, & Tjeerd Plomp. (1987). The implemented and attained mathematics curriculum: Some results of the second international mathematics study in The Netherlands. Studies In Educational Evaluation. 13(1). 119–135. 6 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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