Ronny Scherer

TL;DR: Overall, the TAM explains technology acceptance well; yet, the role of certain key constructs and the importance of external variables contrast some existing beliefs about the TAM.

TL;DR: Light is shed on teachers’ readiness for OTL at the time of the pandemic by identifying teacher profiles based on a set of key dimensions of readiness and explaining profile membership by individual teacher characteristics, contextual aspects of the shift to OTL, and country-level indicators representing educational innovation and cultural orientation.

TL;DR: Recommendations are given regarding how the new scale can be useful for both teacher training institutions and schools in developing approaches to equip pre-service teachers with the competencies needed to integrate technology in teaching and learning processes.

TL;DR: For instance, this article found that science self-concept was better predicted by the average peer achievement (Big-Fish-Little-Pond Effect), whereas science selfefficacy was more strongly affected by inquiry-based learning opportunities.

TL;DR: This study validated an instrument to measure teachers' emphasis on the development of students' digital information and communication skills (TEDDICS), a construct that describes a qualitative aspect of ICT use beyond mere frequency reports and provides strong evidence on the construct validity.