Rethinking determinants of primary school teachers' technology acceptance during the COVID-19 pandemic.

Despoina Georgiou, Anna Trikoili, Liesbeth Kester

Abstract read

In one paragraph

Article in Computers and education open, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it

0cells of the map it votes in

1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

Relationship between school support and digital teaching adaptation among physical education teachers: the mediating roles of self-efficacy, digital teaching beliefs and teaching intention.Frontiers in psychology · 2026
Article

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Despoina GeorgiouDepartment of Pedagogical and Educational Sciences, Utrecht University, Utrecht, The Netherlands.

Anna TrikoiliTUM School of Social Sciences and Technology, Technical University of Munich, Munich, Germany.

Liesbeth KesterDepartment of Pedagogical and Educational Sciences, Utrecht University, Utrecht, The Netherlands.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The COVID-19 pandemic forced teachers to suddenly change their teaching mode from face-to-face to emergency remote teaching creating the biggest disruption in the history of education. Despite facing significant challenges such as a lack of proper information technology training, teaching unprepared students, and infrastructural barriers, there is a gap in research on primary school teachers' readiness to integrate technology. This study aims to address this gap by utilizing the technology acceptance model to explore the relationships between primary school teachers' computer self-efficacy beliefs, attitudes, and intentions to incorporate computer-based technology during times of disruption. Participants were

Indexed as

Computer self-efficacyEmergency remote teachingPrimary school teachersTeacher attitudesTeachers’ technology acceptance

Identifiers

PMID40476931

DOI10.1016/j.caeo.2023.100145

PMCPMC10238116

What OpenQuestion holds

Textmetadata

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.