Chen, R.-J. (2010). Investigating models for preservice teachers’ use of technology to support
Student-centered learning. Computers & Education, 55(1), 32–42.
Davis, F.D., Bagozzi, R.P. & Warshaw, P.R. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35, 982-1003.
Drent, M. & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187–199.
European Commission. (2006). Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Luxembourg Brussels: Author.
Fraillon, J., Ainley, J., Schulz, W. Friedman, T & Gebhardt, E. (2014). Preparing for life in a digital age. The IEA International Computer and Information Literacy Study international report. Cahm: Springer.
Hagenaars, J., & McCutcheon, A. (Eds.). (2002). Applied latent class analysis models. New York:
Cambridge University Press.
Hew, K. F. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research & Development 55, 223–252.
Magidson, J., & Vermunt, J. (2004). Latent class models. In D. Kaplan (Ed.), Handbook of quantitative methodology for the social sciences (pp. 175–198). Newbury Park, CA: Sage.
Petko, Dominik (2012): Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations. In: Computers & Education 58(4), 1351–1359.
Prasse, D. (2012). Bedingungen innovativen Handelns in Schulen. Funktion und Interaktion
von Innovationsbereitschaft, Innovationsklima und Akteursnetzwerken am Beispiel der IKT-Integration an Schulen. Münster: Waxmann.
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development
and test. Computers & Education, 57(4), 2432–2440.
Teo, T. (2015). Comparing pre-service and in-service teachers’ acceptance of technology: Assessment of measurement invariance and latent mean differences. Computers & Education, 83, 22–31.
Teo, T. & Noyes, J. (2011). An assessment of the infl uence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach. Computers & Education, 57(2), 1645–1653.
van Braak, J., Tondeur, J. & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422.
Venkatesh, V. & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences, 39(2) , 273–315.