Bai, X. M., & Gu, X. Q. (2020). What makes It difficult to use technology to its full potential in the classroom? A study on the factors influencing teachers’ behavioral intention to teach with information technology based on cognitive & affective perspectives. Open Edu. Res, 26, 86–94.
Bicer, A., & Capraro, R. M. (2016). Longitudinal effects of technology integration & teacher professional development on students’ mathematics achievement. Eurasia J. Math. Sci, 13, 815–833.
Cai, H. H. (2021). Research on the correlation of teachers' e-readiness & students' learning effect: The mediation effect of learner control & academic emotions. J. East China Normal University: Educational Sci, 7, 27–37.
Chai, X., Gong, S., Duan, T., Zhong, L., & Jiao, Y. (2011). A social-cognitive approach to motivational contagion between teacher & student. Adv. Psychol. Sci, 19, 1166–1173.
Clarebout, G., & Elen, J. (2006). Tool use in computer-based learning environments: towards a research framework. Comput. Hum. Behav, 22,389–411.
Crow, J., & Murray, J. A. (2020). Online distance learning in biomedical sciences: community, belonging & presence, in biomedical visualisation. Advances in Experimental Medicine & Biology. Editor P. Rea, 1235.
Delahunty, J., Verenikina, I., & Jones, P. (2014). Socio-emotional connections: identity, belonging & learning in online interactions. A literature review. Technol. Pedagogy Edu, 23, 243–265.
Ebrahimi, S. (2020). Evaluation of teachers’ generalized anxiety disorder during the COVID-19 pandemic. Journal of Educational Sciences, 27(2), 45-68. [Persian]
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, & adjustment: addressing definitional, measurement, & methodological issues. Learn. Instruction, 43, 1–4.
Ge, W. S., & Han, S. B. (2017). A standard framework for teachers’ teaching competence in the digital age. Mod. Distance Edu. Res, 145, 59–67.
Goodhue, D., & Thompson. (1995). Task-technology fit & individual performance. MIS Quarterly, 19(2), 213-236.
Hall, R., & Batty, D. (2020). I can’t get motivated: The students struggling with online learning. United Kingdom: The Guardian.
Hill, P. (2020). Revised outlook for higher ed’s online response to COVID-19.
Hong, A. J., & Kim, H. J. (2018). College students’ digital readiness for academic engagement Scale: Scale development & validation. APER, 27, 303–312.
Huang, R. H. (2011). Education informatization helps current educational changes: opportunities & challenges. China Educ. Tech, 288, 36–40.
Kabakci Yurdakul, I., & Coklar, A. N. (2014). Modeling preservice teachers’ TPACK competencies based on ICT usage. JCAL, 30(4), 363–376.
Knutsson, O., Blåsjö, M., Hållsten, S., & Karlström, P. (2012). Identifying different registers of digital literacy in virtual learning environments. Internet Higher Edu, 15, 237–246.
Lan, G. S., Guo, Q., Zhang, Y., Kong, X. K., & Guo, X. J. (2020). Digital literacy framework for educators in the European Union: Interpretation of key points & insights. Mod. Distance Edu. Res, 32, 23–32.
Lei, W. P. (2018). Three misconceptions of education information technology policy research. Educ. Res. Exp, 6, 1–6.
Li, S. L. (2005). Introductory remarks on analysis of classroom instructional behaviors. Theor. Pract. Educ, 25, 48–51.
Li, W., Gao, W., & Sha, J. (2020). Perceived teacher autonomy support & school engagement of Tibetan students in elementary & middle schools: Mediating effect of self-efficacy & academic emotions. Front. Psychol,11,50.
Li, W., Gao, W. Y., & Fu, W. D. (2021). When does teacher dupport reduce depression in students? The moderating role of students’ status as left-behind children. Front. Psychol, 12, 608359.
Li, W., Gao, W. Y., Fu, W. D., & Chen, Y. (2021). A moderated mediation model of the relationship between primary & secondary school teachers’ digital competence & online teaching behavior. Digital Competence & Online Teaching, 6, 1-11.
Lowenthal, P. R., & Dennen, V. P. (2017). Social presence, identity, & online learning: research development & needs. Distance Edu, 38, 137–140.
Ma, J. (2020). A study of the mechanisms influencing college students’ learning engagement in a Hybrid Teaching Environment: A perspective of teaching behavior. Distance Edu. China, 2, 57–67.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teach. Coll. Rec, 108, 1017–1054.
Mosayebi, M., Rezapour Mirsaleh, Y., & Behjati Ardakani, F. (2021). The problems & challenges of virtual education in elementary school during the outbreak of coronavirus. Quarterly Journal of Education Studies, 7-27, 65-79. [Persian]
Nguyen, N. T., Thai, T. V., Pham, H. T., & Nguyen, G. C. T. (2020). Cdio approach in developing teacher training program to meet requirement of the industrial revolution 4.0 in Vietnam. Int. J. Emerg. Technol, 15, 108–123.
Owens, J. K., & Hudson, A. K. (2021). Prioritizing teacher emotions: shifting teacher Training to a digital environment. Education Tech Res.Dev, 69,59–62.
Perifanou, M., Economides, A. A., & Tzafilkou, K. (2021). Teachers’ digital skills readiness during Covid-19 pandemic. Int. J. Emerg. Technol, 16, 238–251.
Porras-Hernández, L. H., Hernández, M. L., & Alva, M. (2010). Integración de tic al currículum de telesecundaria: incidiendo en procesos del pensamiento desde el enfoque comunicativo funcional de la lengua. Revista Mexicana De Investigación Educativa, 15, 515–551.
Porras-Hernández, L. H., & Salinas-Amescua, B. (2013). Strengthening TPACK: A broader notion of context & the use of teacher’s narratives to reveal knowledge construction. J. Educ. Comput. Res, 48, 223–244.
Santos, J. M., & Castro, R. D. R. (2021). Technological Pedagogical Content Knowledge (TPACK) in action: application of learning in the classroom by pre-service teachers (Pst). Social Sci. Humanities Open, 3 (1), 100110.
Shi, L. F., & Cui, Y. K. (1999). Teaching theory: principles, strategies, & research on classroom teaching. Shanghai: East China Normal University Press.
Slater, H., Davies, N. M., & Burgess, S. (2012). Do teachers matter? measuring the variation in teacher effectiveness in England. Oxf. Bull. Econ. Stat, 74,629–645.
Starkey, L. (2019). A review of research exploring teacher preparation for the digital age. Cambridge J. Edu. 50, 37–56.
Tahmasebizadeh, Z., Rahimidoost, Gh., & Khalifeh, Gh. (2020). Designing & validating technologial competencies scale for primary teachers. Journal of Educational Sciences, 27(1), 241-262. [Persian]
Taylor, S., & Todd, P. A. (1995). Understanding information technology usage: A test of competing models. Inf. Syst. Res, 5, 91–108.
Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: preparing the next generation of teachers for technology integration in education. Br. J. Educ. Technol, 50, 1189–1209.
Uerz, D., Volman, M., &Kral, M. (2018). Teacher educators’competences in fostering student teachers’ proficiency in teaching & learning with technology: an overview of relevant research literature. Teach. Teach.Edu,70, 12–23.
Wang, J. X., Wei, Y. T., & Zong, M. (2020). The Current situation, problems & reflection of online teaching for primary & secondary school teachers during a large-scale epidemic based on the investigation & analysis of classes suspended but learning continues in hubei province. China Educ. Tech, 5, 15–21.
Yang, G. X., & Hu, J. J. (2014). In the view of ecological sight interpret IT support classroom teaching. China Educ. Tech, 331, 100–104+110.
Yu, S. Q., & Wang, H. M. (2020). How to better organize online learning in extreme situations such as epidemics. China Educ. Tech. 5 (6–14), 33.
Zeng, Z. M., & Zheng, A. A. (2019). Study on factors influencing learners’ willingness to continuously use MOOC platform in Chinese universities. Chin. J. Ict Edu, 16, 28–33.
Zhai, X. (2021). Advancing automatic guidance in virtual science inquiry: from ease of use to personalization. Edu. Tech Res. Dev, 69, 255–258.
Zhang, J. (2014). Connotations & Features of TPACK from Three Different Perspectives. Distance Edu. J, 32, 87–95.
Zhang, K. (2018). A study on elementary school teachers’ intention to use online teaching resources. Zhengzhou: Henan University, 113107. Dissertation’s thesis.
Zhang, Y., Zhu, Y., Bai, Q. Y., Li, X. Y., & Zhu, Y. H. (2016). Research of the teaching interaction behavior characteristics of primary mathematics in the smart classroom. China Educ. Tech, 353, 43–48.
Zhao, C. L., Hu, P., Ling, Y. Z. M., Jiang, Z. H., Huang, Y., & Shu, F. F. (2019). Using NLP opinion mining to study teaching behaviors in open online courses. Distance Edu. China, 556, 62–70+97.
Zhu, W. M., Wang, X., & Wang, J. X. (2018). A comparative study on acceptance of innovative teaching model for teachers in rural weak schools: From the perspective of technology-task fitting. E-education Res, 39, 117–122.