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Exploring Thai EFL pre-service teachers’ technology integration based on SAMR model

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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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Teacher pedagogical beliefs: The final frontier in our quest for technology integration?

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Technology integration in EFL classrooms: A study of Qatari independent schools

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Understanding levels of technology integration: A TPACK scale for EFL teachers to promote 21st-century learning

inferredcites →https://doi.org/10.1007/s11528-016-0091-yopenalex-snapshot

The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use

inferredcites →https://doi.org/10.1016/j.chb.2020.106586openalex-snapshot

Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans

inferredcites →https://doi.org/10.1080/02188791.2020.1815649openalex-snapshot

Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching

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Getting in Touch: Use of Mobile Devices in the Elementary Classroom

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The Experience of Constructivism

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Integrating technology into young learners' classes: language teachers' perceptions

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Exploring pre-service teachers’ justifications for one-to-one technology use in schools: implications for initial teacher education

inferredcites →https://doi.org/10.1108/aeds-07-2017-0072openalex-snapshot

Rethinking Thai higher education for Thailand 4.0

inferredcites →https://doi.org/10.1108/qae-06-2014-0025openalex-snapshot

Teachers’ acceptance of ICT and its integration in the classroom

inferredcites →https://doi.org/10.1111/bjet.12381openalex-snapshot

Emerging pedagogies for the use of iPads in schools

inferredcites →https://doi.org/10.1111/j.1467-9620.2006.00684.xopenalex-snapshot

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

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Exploring pre‐service teachers' use of technology: The technology acceptance model and expectancy–value theory

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Chinese Language Teachers’ Perceptions of Technology and Instructional Use of Technology: A Path Analysis

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Teacher’s Perceptions of Technology Use in the Schools

inferredcites →https://doi.org/10.1186/2193-1801-3-460openalex-snapshot

Saudi high school students’ attitudes and barriers toward the use of computer technologies in learning English

inferredcites →https://doi.org/10.13189/ujer.2013.010317openalex-snapshot

Factors Contributing to Teachers’ Use of Computer Technology in the Classroom

inferredcites →https://doi.org/10.1344/der.2019.35.170-185openalex-snapshot

Barriers in teacher perception about the use of technology for evaluation in Higher Education

inferredcites →https://doi.org/10.14705/rpnet.2019.28.871openalex-snapshot

Do EFL teachers transform their teaching with iPads? A TPACK-SAMR approach

inferredcites →https://doi.org/10.14742/ajet.4711openalex-snapshot

Digital literacy practices of Turkish pre-service EFL teachers

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1. The language classroom in the age of networked learning

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The Convergence of Literacy Instruction With Networked Technologies for Information and Communication

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Mapping Indonesian EFL Teachers’ Perception and Practice of Technology Integration

inferredcites →https://doi.org/10.17718/tojde.961820openalex-snapshot

SELF EFFICACY BELIEFS OF PRE-SERVICE TEACHERS ON TECHNOLOGY INTEGRATION

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Shall We Go to the MALL? — Students‘ Perceptions of a Business English Learning App

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THE ROLE OF AUTHENTIC VIDEOS IN TEACHING ENGLISH AT TECHNICAL UNIVERSITIES

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EFL TEACHER’S BELIEF AND PRACTICE ON INTEGRATING ICT IN THE CLASSROOM: A CASE STUDY ON THE IMPLEMENTATION OF SAMR MODEL IN TEACHING READING DESCRIPTIVE TEXT AT MA ASSALAM, SUKOHARJO

inferredcites →https://doi.org/10.24093/awej/vol8no1.9openalex-snapshot

Effect of Technology Enhanced Language Learning on EFL Reading Comprehension at Tertiary Level

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EFL TEACHERS' VIEWS ABOUT TECHNOLOGY INTEGRATION IN ENGLISH LANGUAGE TEACHING: A CASE STUDY

inferredcites →https://doi.org/10.30935/cedtech/12921openalex-snapshot

TPACK-SAMR digital literacy competence, technostress, and teaching performance: Correlational study among EFL lecturers

inferredcites →https://doi.org/10.32601/ejal.461003openalex-snapshot

Students' Perceptions of the use of a YouTube channel specifically designed for an Academic Speaking Skills Course

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Integration of Technology to Learning-Teaching Processes and Google Workspace Tools: A Literature Review

inferredcites →https://doi.org/10.35381/r.k.v7i1.1679openalex-snapshot

Teachers' and students’ perceptions on introducing the SAMR model into their classroom

inferredcites →https://doi.org/10.37134/ajelp.vol8.2.7.2020openalex-snapshot

EFL teachers' challenges in integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran

inferredcites →https://doi.org/10.3991/ijet.v15i19.16657openalex-snapshot

Attitude to ICT and Self-Evaluation of Fluency in Using New Digital Devices, Websites and Software among Pre-Service Teachers

inferredcites →https://doi.org/10.4018/ijicte.2020070110openalex-snapshot

Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation

inferredcites →https://doi.org/10.46328/ijtes.v4i4.148openalex-snapshot

Transitioning from Face-to-Face to Remote Learning: Students’ Attitudes and Perceptions of using Zoom during COVID-19 Pandemic

inferredcites →https://doi.org/10.5209/clac.62495openalex-snapshot

New Trends in Second Language Learning and Teaching through the lens of ICT, Networked Learning, and Artificial Intelligence

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Examining Teachers’ Beliefs on Developing a Digital Pedagogical Framework Based on the SAMR Model for Undergraduate English Language Learning

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Integration of Technology among Saudi EFL Teachers

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Integration of Technology During the COVID-19 Pandemic: Experience, Challenges and Needs of Thai EFL Teachers

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Virtual Reality and the Metaverse for Developing Self-efficacy Variables in Future English Teachers

inferred← citeshttps://doi.org/10.1007/s10639-025-13511-xopenalex-snapshot

Integrating digital technologies into teaching: A study on pre-service language teachers’ perceptions and practice

inferred← citeshttps://doi.org/10.1007/s10643-024-01804-8openalex-snapshot

Early Childhood Digital Pedagogy: A Scoping Review of Its Practices, Profiles, and Predictors

inferred← citeshttps://doi.org/10.1007/s10763-026-10690-yopenalex-snapshot

Exploring the Second-Level Digital Divide in Elementary Science Classrooms: A Video-Based Comparative Analysis

inferred← citeshttps://doi.org/10.1007/s11528-026-01224-yopenalex-snapshot

SAMR Model in Higher Education: Critical Scoping Review and Pathways for Digital Transformation

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Identification of pre-service biology teachers’ opinions about benefits and challenges in developing mobile augmented reality teaching materials: a nominal group technique study

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Teacher Education in the Age of Digitality: Conclusions From a Design‐Based Research Project

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Perceptions of Indonesian and Thai science lecturers on e-BIMO in science teacher education programs

inferred← citeshttps://doi.org/10.21833/ijaas.2025.04.012openalex-snapshot

Trends in SAMR research in teaching and learning from 2019 to 2024: A systematic review

inferred← citeshttps://doi.org/10.30935/ijpdll/18179openalex-snapshot

From survival to strategic use: Technology, AI, and collaboration five years after emergency remote teaching

inferred← citeshttps://doi.org/10.30935/ojcmt/16180openalex-snapshot

An investigation into the rationales for the use and non-use of technological tools by Thai EFL university teachers during and after the COVID-19 pandemic

inferred← citeshttps://doi.org/10.3390/educsci15040411openalex-snapshot

Conceptualising the Pedagogical Purposes of Technologies by Technological, Pedagogical Content Knowledge and Substitution, Augmentation, Modification and Redefinition in English as a Second Language Classrooms

inferred← citeshttps://doi.org/10.3390/educsci15121647openalex-snapshot

Curriculum Material Use in EFL Classrooms: Moderation and Mediation Effects of Teachers’ Beliefs and TPACK

inferred← citeshttps://doi.org/10.46687/jqzj2829openalex-snapshot

Students’ perceptions of AI-supported language learning and digital literacy: A Thai university case study

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Technology Leadership and Teachers’ Technology Integration in Malaysia: Concept and Issues

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Culturally Responsive Solutions for Classroom Silence in Thai EFL Education

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