| The beliefs behind the teacher that influences their ICT practices S Prestridge Computers & education 58 (1), 449-458, 2012 | 348 | 2012 |
| A focus on students’ use of Twitter–their interactions with each other, content and interface S Prestridge Active Learning in Higher Education 15 (2), 101-115, 2014 | 102 | 2014 |
| ICT professional development for teachers in online forums: Analysing the role of discussion S Prestridge Teaching and Teacher Education 26 (2), 252-258, 2010 | 94 | 2010 |
| Preparing beginning teachers for technology integration in education: Ready for take-off? J Tondeur, N Pareja Roblin, J van Braak, J Voogt, S Prestridge Technology, Pedagogy and Education 26 (2), 157-177, 2017 | 89 | 2017 |
| Responding to challenges in teacher professional development for ICT integration in education J Tondeur, A Forkosh-Baruch, S Prestridge, P Albion, S Edirisinghe Journal of Educational Technology & Society 19 (3), 110-120, 2016 | 78 | 2016 |
| Teachers’ talk in professional development activity that supports change in their ICT pedagogical beliefs and practices S Prestridge Teacher Development 13 (1), 43-55, 2009 | 61 | 2009 |
| A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies J Tondeur, K Aesaert, S Prestridge, E Consuegra Computers & Education 122, 32-42, 2018 | 46 | 2018 |
| Exploring elements that support teachers engagement in online professional development S Prestridge, J Tondeur Education sciences 5 (3), 199-219, 2015 | 46 | 2015 |
| Reflective blogging as part of ICT professional development to support pedagogical change SJ Prestridge Australian Journal of Teacher Education 39 (2), 6, 2014 | 43 | 2014 |
| Engaging with the transforming possibilities of ICT: A discussion paper S Prestridge Australian Educational Computing 22 (2), 3-9, 2007 | 43 | 2007 |
| Teachers' beliefs about the possibilities and limitations of digital games in classrooms C Beavis, L Rowan, M Dezuanni, C McGillivray, J O'Mara, S Prestridge, ... E-learning and Digital Media 11 (6), 569-581, 2014 | 38 | 2014 |
| Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm S Prestridge Computers & education 129, 143-158, 2019 | 25 | 2019 |
| Examining the shaping of teachers’ pedagogical orientation for the use of technology S Prestridge Technology, Pedagogy and Education 26 (4), 367-381, 2017 | 24 | 2017 |
| A networked learning community approach to sustain teacher ICT professional development G Watson, S Prestridge Australasian Journal of Educational Technology 19 (2), 2003 | 19 | 2003 |
| Conceptualising self-generating online teacher professional development S Prestridge Technology, Pedagogy and Education 26 (1), 85-104, 2017 | 18 | 2017 |
| Alignment between principal and teacher beliefs about technology use A Alghamdi, S Prestridge Australian Educational Computing 30 (1), 2015 | 16 | 2015 |
| The alignment of digital pedagogy to current teacher beliefs S Prestridge ACEC2010: Digital Diversity. Melbourne, Australia: Australian Council for …, 2010 | 14 | 2010 |
| Changing patterns of preservice teachers’ ICT competencies and what it means for preservice teacher education programs. G Watson, MS Prestridge Paper presented at the AARE Conference Fremantle 2, 6, 2001 | 9 | 2001 |
| A classification framework for exploring technology-enabled practice–FrameTEP S Prestridge, C de Aldama Journal of Educational Computing Research 54 (7), 901-921, 2016 | 8 | 2016 |
| To skill or to construct? Effective Information and Communication Technology professional development within school reform S Prestridge, G Watson, S Prestridge AARE 2002 Conference, June-July, Brisbane, Queensland, 2002 | 8 | 2002 |
