@inbook{27835, author = {{Drossel, Kerstin and Eickelmann, Birgit}}, booktitle = {{(Neue) Formen der Differenzierung. Schul- und Klassenprofilierung im Spannungsfeld gesellschaftlicher Teilhabe und sozialer Ungleichheit}}, editor = {{Keßler, Catharina I. and Nolte, Sonja}}, pages = {{181--197}}, publisher = {{Waxmann}}, title = {{{Digitalisierung als Schulprofil am Gymnasium - eine längsschnittliche Untersuchung zur Entwicklung der computerbezogenen Kompetenzen}}}, year = {{2020}}, } @article{27837, abstract = {{Abstract Background The ongoing digitalization poses new challenges for schools concerning students’ digital skills. In this context, the International Computer and Information Literacy Study (IEA-ICILS 2018) has identified substantial social disparities concerning computer and information literacy of grade 8 students. Furthermore, it has been observed that many schools, especially those located in socioeconomically challenged areas, are particularly engaged in supporting students’ digital literacy and innovatively designing learning processes with information and communications technology (ICT). Empirical studies have made it apparent that some schools have high average achievements concerning domains such as reading literacy and mathematics in spite of socioeconomically challenged student bodies. These schools are regarded as being organizationally resilient. This contribution focusses on these organizationally resilient schools with regard to the domain of computer and information literacy. It aims to investigate how these schools can be classified as a typology according to selected school and/or teacher characteristics. Methods As a first step, representative samples of IEA-ICILS 2018 are used to identify organizationally resilient schools by using students’ achievement measures (plausible values) and their background information regarding their families’ socio-economic status. In order to develop a typology, latent profile analyses (LPA) are conducted by using input and process indicators on the school level, which have been proven to be relevant for implementation through existing empirical research. Results About one twentieth of the schools examined in this contribution can be regarded as organizationally resilient and can be allocated onto a typology of three school types that are characterized by different school-level factors. Conclusions The international comparison permits the conclusion that the phenomenon of organizational resilience is also existent with regard to the content domain of computer and information literacy. However, the proportion of resilient schools is subject to considerable variation between countries. }}, author = {{Drossel, Kerstin and Eickelmann, Birgit and Vennemann, Mario}}, issn = {{2196-0739}}, journal = {{Large-scale Assessments in Education}}, pages = {{1--19}}, title = {{{Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain}}}, doi = {{10.1186/s40536-020-00087-w}}, volume = {{8}}, year = {{2020}}, } @inbook{27840, author = {{Vennemann, Mario and Drossel, Kerstin and Eickelmann, Birgit}}, booktitle = {{ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich}}, editor = {{Eickelmann, Birgit and Labusch, Amelie and Drossel, Kerstin and Vennemann, Mario}}, pages = {{235--248}}, publisher = {{Waxmann}}, title = {{{Sozial- und migrationsbedingte Disparitäten in den computer- und informationsbezogenen Kompetenzen von Schülerinnen und Schülern}}}, year = {{2020}}, } @inbook{27850, author = {{Eickelmann, Birgit and Drossel, Kerstin and Gerick, Julia}}, booktitle = {{ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich}}, editor = {{Eickelmann, Birgit and Labusch, Amelie and Drossel, Kerstin and Vennemann, Mario}}, pages = {{123--136}}, publisher = {{Waxmann}}, title = {{{Die Perspektive der Schulleitung auf Prioritäten zum Lernen und Lehren mit digitalen Medien}}}, year = {{2020}}, } @article{27859, author = {{Heldt, Melanie and Drossel, Kerstin and Eickelmann, Birgit}}, journal = {{Schulmanagement-Handbuch}}, number = {{3}}, pages = {{19--37}}, title = {{{Lieber gemeinsam als alleine!? Ein Überblick über die Situation unterrichtsbezogener Lehrerkooperationen im Zeitalter der Digitalisierung in Deutschland}}}, volume = {{175}}, year = {{2020}}, } @inbook{27860, author = {{Tondeur, Jo and Petko, Dominik and Barma, Sylvie and Christensen, Rhonda and Drossel, Kerstin and Eichhorn, Koos and Knezek, Gerald and Mukama, Evode and Schmidt-Crawford, Denise and Starkey, Louise and Thabano Nleya, Paul}}, booktitle = {{Report of EDUsummIT 2019. Learners and learning contexts: new alignments for the digital age}}, editor = {{Fisser, Petra and Phillips, Michael}}, pages = {{70--75}}, publisher = {{EDUsummIT}}, title = {{{Advancing Conceptual Models of Technology Integration in Education: Implications for Researchers, Practitioners and Policymakers}}}, year = {{2020}}, } @inbook{27863, author = {{Drossel, Kerstin and Heldt, Melanie and Eickelmann, Birgit}}, booktitle = {{Bildung, Schule und Digitalisierung}}, editor = {{Kaspar, Kai and Becker-Mrozek, Michael and Hofhues, Sandra and König, Johannes and Schmeinck, Daniela}}, pages = {{45--50}}, publisher = {{Waxmann}}, title = {{{Lehrer*innenbildung durch medienbezogene Kooperation}}}, year = {{2020}}, } @article{27864, abstract = {{Abstract Background Due to the increasing use of information and communication technology, computer-related skills are important for all students in order to participate in the digital age (Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Duckworth, D. (2019). Preparing for life in a digital world: IEA International Computer and Information Literacy Study 2018 International Report. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA). Retrieved from https://www.iea.nl/sites/default/files/2019-11/ICILS%202019%20Digital%20final%2004112019.pdf). Educational systems play a key role in the mediation of these skills (Eickelmann. Second Handbook of Information Technology in Primary and Secondary Education. Cham: Springer, 2018). However, previous studies have shown differences in students’ computer and information literacy (CIL). Although various approaches have been used to explain these differences, process data, such as response times, have never been taken into consideration. Based on data from the IEA-study ICILS 2013 of the Czech Republic, Denmark and Germany, this secondary analysis examines to what extent response times can be used as an explanatory approach for differences in CIL also within different groups of students according to student background characteristics (gender, socioeconomic background and immigrant background). Methods First, two processing profiles using a latent profile analysis (Oberski, D. (2016). Mixture Models: Latent Profile and Latent Class Analysis. In J. Robertson & M. Kaptein (Eds.), Modern Statistical Methods for HCI (pp. 275–287). Switzerland: Springer. 10.1007/978-3-319-26633-6) based on response times are determined—a fast and a slow processing profile. To detect how these profiles are related to students’ CIL, also in conjunction with students’ background characteristics (socioeconomic and immigrant background), descriptive statistics are used. Results The results show that in the Czech Republic and Germany, students belonging to the fast processing profile have on average significantly higher CIL than students allocated to the slow processing profile. In Denmark, there are no significant differences. Concerning the student background characteristics in the Czech Republic, there are significant negative time-on-task effects for all groups except for students with an immigrant background and students with a high parental occupational status. There are no significant differences in Denmark. For Germany, a significant negative time-on-task effect can be found among girls. However, the other examined indicators for Germany are ambiguous. Conclusions The results show that process data can be used to explain differences in students’ CIL: In the Czech Republic and Germany, there is a correlation between response times and CIL (significant negative time-on-task effect). Further analysis should also consider other aspects of CIL (e.g. reading literacy). What becomes clear, however, is that when interpreting and explaining differences in competence, data should also be included that relates to the completion process during testing. }}, author = {{Heldt, Melanie and Massek, Corinna and Drossel, Kerstin and Eickelmann, Birgit}}, issn = {{2196-0739}}, journal = {{Large-scale Assessments in Education}}, pages = {{1--20}}, title = {{{The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data}}}, doi = {{10.1186/s40536-020-00090-1}}, volume = {{8}}, year = {{2020}}, } @article{27865, author = {{Eickelmann, Birgit and Drossel, Kerstin}}, journal = {{SchulVerwaltung Baden-Württemberg}}, number = {{12}}, pages = {{328--331}}, title = {{{Schulschließungen und Perspektiven für die Pandemie-Zeit}}}, volume = {{29}}, year = {{2020}}, } @inbook{27866, author = {{Drossel, Kerstin and Eickelmann, Birgit}}, booktitle = {{Mobile Medien im Schulkontext (Reihe Medienbildung und Gesellschaft)}}, editor = {{Meister, Dorothee M. and Midt, Ilka}}, pages = {{135--153}}, publisher = {{Springer}}, title = {{{Der Einsatz von Tablets am Gymnasium und der Zusammenhang mit der Entwicklung computerbezogener Kompetenzen von Schüler*innen}}}, year = {{2020}}, } @inbook{27867, author = {{Eickelmann, Birgit and Drossel, Kerstin}}, booktitle = {{Encyclopedia of Education and Information Technologies}}, editor = {{Tatnall, Arthur}}, isbn = {{9783030105754}}, pages = {{1577--1589}}, publisher = {{Springer}}, title = {{{Students’ computer literacy and the use of tablets in upper secondary schools}}}, doi = {{10.1007/978-3-030-10576-1}}, year = {{2020}}, } @book{27869, author = {{Eickelmann, Birgit and Drossel, Kerstin}}, publisher = {{Vodafone Stiftung}}, title = {{{Digitales Potenzial. Erfolgreiche Förderung digitaler Kompetenzen von Schülerinnen und Schülern an nicht-gymnasialen Schulen der Sekundarstufe I}}}, year = {{2020}}, } @misc{27873, author = {{Teidla-Kunitsõn, Gertha}}, publisher = {{LibreCat University}}, title = {{{ICT usage across Europe: A literature review and an overview of existing data}}}, doi = {{10.6084/M9.FIGSHARE.12906737}}, year = {{2020}}, } @inbook{21078, author = {{Menke, Peter}}, booktitle = {{Kommunikationsdynamiken zwischen Mündlichkeit und Schriftlichkeit. Festschrift für Barbara Job zum 60. Geburtstag}}, editor = {{Kluge, Bettina and Mihatsch, Wiltrud and Schaller, Birte}}, pages = {{225–244}}, publisher = {{Narr Francke Attempto}}, title = {{{»ich wusste doch irgendwas war zu einfach«. Gesprächsanalytische Betrachtungen von Proberunden zum Lernen von Gesellschaftsspielen}}}, year = {{2020}}, } @article{17331, author = {{Graf-Schlattmann, Marcel and Meister, Dorothee M. and Oevel, Gudrun and Wilde, Melanie}}, journal = {{Forschungsperspektiven auf Digitalisierung in Hochschulen, Zeitschrift für Hochschulentwicklung}}, number = {{1}}, title = {{{Kollektive Veränderungsbereitschaft als zentraler Erfolgsfaktor von Digitalisierungsprozessen an Hochschulen}}}, volume = {{15}}, year = {{2020}}, } @inbook{17347, abstract = {{Peer-to-Peer news portals allow Internet users to write news articles and make them available online to interested readers. Despite the fact that authors are free in their choice of topics, there are a number of quality characteristics that an article must meet before it is published. In addition to meaningful titles, comprehensibly written texts and meaning- ful images, relevant tags are an important criteria for the quality of such news. In this case study, we discuss the challenges and common mistakes that Peer-to-Peer reporters face when tagging news and how incorrect information can be corrected through the orchestration of existing Natu- ral Language Processing services. Lastly, we use this illustrative example to give insight into the challenges of dealing with bottom-up taxonomies.}}, author = {{Bäumer, Frederik Simon and Kersting, Joschka and Buff, Bianca and Geierhos, Michaela}}, booktitle = {{Information and Software Technologies}}, editor = {{Audrius, Lopata and Rita, Butkienė and Daina, Gudonienė and Vilma, Sukackė}}, location = {{Kaunas, Litauen}}, pages = {{368----382}}, publisher = {{Springer}}, title = {{{Tag Me If You Can: Insights into the Challenges of Supporting Unrestricted P2P News Tagging}}}, doi = {{https://doi.org/10.1007/978-3-030-59506-7_30}}, volume = {{1283}}, year = {{2020}}, } @inproceedings{18686, author = {{Kersting, Joschka and Bäumer, Frederik Simon}}, booktitle = {{PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON APPLIED COMPUTING 2020}}, keywords = {{Software Requirements, Natural Language Processing, Transfer Learning, On-The-Fly Computing}}, location = {{Lisbon, Portugal}}, pages = {{119----123}}, publisher = {{IADIS}}, title = {{{SEMANTIC TAGGING OF REQUIREMENT DESCRIPTIONS: A TRANSFORMER-BASED APPROACH}}}, year = {{2020}}, } @inbook{18776, author = {{Seng, Eva- Maria and Göttmann, Frank}}, booktitle = {{Innovation in der Bauwirtschaft – Innovation in the building industry. Wesersandstein vom 16. bis 19. Jahrhundert – Weser Sandstone form the 16th to the 19th Century}}, pages = {{1--78}}, publisher = {{(im Druck)}}, title = {{{Einleitung – Introduction}}}, year = {{2020}}, } @inbook{18779, author = {{Seng, Eva- Maria and Silvestri, Marco}}, booktitle = {{LE CHANTIER CATHÉDRAL EN EUROPE diffusion et sauvegarde des savoirs, savoir-faire et matériaux du Moyen Âge à nos jours}}, editor = {{Chave, Isabelle}}, publisher = {{(im Druck)}}, title = {{{Die Wiedereinrichtung der Bauhütten in Europa im 19. und 20. Jahrhundert}}}, year = {{2020}}, } @inbook{18784, author = {{Seng, Eva- Maria}}, booktitle = {{Europäische Bauhütten – Immaterielles Kulturerbe der Menschheit}}, editor = {{Bengel, Sabine}}, pages = {{29--39}}, title = {{{Kandidatur zum Bauhüttenwesen Die internationale für das immaterielle Kulturerbe der UNESCO}}}, year = {{2020}}, }