1. Almerich, G., Orellana, N., Suarez-Rodríguez, J., Díaz-Garcia, I.: Teachers’ information and communication technology competencies: a structural approach. Comput. Educ. 100, 110–125 (2016). https://doi.org/10.1016/j.compedu.2016.05.002
2. Atman-Uslu, N., Usluel, Y.K.: Bilgi ve iletişim teknolojilerinin öğrenme–öğretme sürecine entegrasyonunu yordayabilecek yapilara ilişkin geçerlik ve güvenirlik çalışması. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi 16(1), 45–62 (2018)
3. Atman Uslu, N., Usluel, Y.K. Predicting technology integration based on a conceptual framework for ICT use in education. Technol. Pedag. Educ. 28(5), 517–531 (2019)
4. Benali, M., Kaddouri, M., Azzimani, T.: Digital competence of Moroccan teachers of English. Int. J. Educ. Dev. Using ICT, 14(2), 99–120. Open Campus, The University of the West Indies, West Indies (2018). Retrieved September 15, 2020, from https://www.learntechlib.org/p/184691/
5. Brennen, R.L., Prediger, D.J.: Coefficient Kappa: some uses, misuses, and alternatives. Educ. Psychol. Measur. 41(1981), 687–699 (1981)