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The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education
The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education
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The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education

Scherer, Ronny ; Siddiq, Fazilat ; Tondeur, Jo

Computers and education, 2019-01, Vol.128, p.13-35 [Periódico revisado por pares]

Elsevier Ltd

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The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis
The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis
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The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis

Scherer, Ronny ; Siddiq, Fazilat

Computers and education, 2019-09, Vol.138, p.13-32 [Periódico revisado por pares]

Elsevier Ltd

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3
Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy
Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy
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Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy

Siddiq, Fazilat ; Scherer, Ronny

Educational research review, 2019-06, Vol.27, p.205-217 [Periódico revisado por pares]

Elsevier Ltd

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4
Some Evidence on the Cognitive Benefits of Learning to Code
Some Evidence on the Cognitive Benefits of Learning to Code
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Some Evidence on the Cognitive Benefits of Learning to Code

Scherer, Ronny ; Siddiq, Fazilat ; Sánchez-Scherer, Bárbara

Frontiers in psychology, 2021-09, Vol.12, p.559424-559424 [Periódico revisado por pares]

Frontiers Media S.A

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5
Unpacking teachers’ intentions to integrate technology: A meta-analysis
Unpacking teachers’ intentions to integrate technology: A meta-analysis
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Unpacking teachers’ intentions to integrate technology: A meta-analysis

Scherer, Ronny ; Teo, Timothy

Educational research review, 2019-06, Vol.27 (June 2019), p.90-109 [Periódico revisado por pares]

Elsevier Ltd

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All the same or different? Revisiting measures of teachers' technology acceptance
All the same or different? Revisiting measures of teachers' technology acceptance
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All the same or different? Revisiting measures of teachers' technology acceptance

Scherer, Ronny ; Siddiq, Fazilat ; Tondeur, Jo

Computers and education, 2020-01, Vol.143, p.103656, Article 103656 [Periódico revisado por pares]

Elsevier Ltd

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A Tutorial on the Meta-Analytic Structural Equation Modeling of Reliability Coefficients
A Tutorial on the Meta-Analytic Structural Equation Modeling of Reliability Coefficients
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A Tutorial on the Meta-Analytic Structural Equation Modeling of Reliability Coefficients

Scherer, Ronny ; Teo, Timothy Steinley, Douglas

Psychological methods, 2020-12, Vol.25 (6), p.747-775 [Periódico revisado por pares]

United States: American Psychological Association

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8
Editorial to the special section—Technology acceptance models: What we know and what we (still) do not know
Editorial to the special section—Technology acceptance models: What we know and what we (still) do not know
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Editorial to the special section—Technology acceptance models: What we know and what we (still) do not know

Scherer, Ronny ; Teo, Timothy

British journal of educational technology, 2019-09, Vol.50 (5), p.2387-2393 [Periódico revisado por pares]

Coventry: Blackwell Publishing Ltd

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9
Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study
Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study
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Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study

Tondeur, Jo ; Scherer, Ronny ; Siddiq, Fazilat ; Baran, Evrim

Educational technology research and development, 2020-02, Vol.68 (1), p.319-343 [Periódico revisado por pares]

New York: Springer US

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The Quest for the Holy Grail of Validity in Science Assessments: A Comment on Kampa and Köller (2016) “German National Proficiency Scales in Biology: Internal Structure, Relations to General Cognitive Abilities and Verbal Skills”
The Quest for the Holy Grail of Validity in Science Assessments: A Comment on Kampa and Köller (2016) “German National Proficiency Scales in Biology: Internal Structure, Relations to General Cognitive Abilities and Verbal Skills”
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The Quest for the Holy Grail of Validity in Science Assessments: A Comment on Kampa and Köller (2016) “German National Proficiency Scales in Biology: Internal Structure, Relations to General Cognitive Abilities and Verbal Skills”

Scherer, Ronny

Science education (Salem, Mass.), 2017-09, Vol.101 (5), p.845-853 [Periódico revisado por pares]

New York: Wiley Periodicals Inc

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